ABSTRACT
The alternative one-off assessment followed by intervention process typically involves profiling the abilities of the individual to identify the best method, or series of methods, for use with an individual child. Despite negative evidence for an association between visual/auditory modality and teaching method, the assessment for intervention approach is favoured by a large number of educationalist/assessors in the field of dyslexia; although the exact form of the approach varies. The Response to Intervention framework, in which potentially expensive full assessments are only performed at the point when less costly group-based interventions have not worked, may be more persuasive in such circumstances. In an intervention study, a group of reading disabled children were given spectacles with a single lens covered with opaque tape. The motor deficits identified by R. I. Nicolson and A. J. Fawcett have instead been associated with a different intervention method.
