ABSTRACT
Identification and assessment instruments are outlined as a preface to examining intervention programmes. There are of course a number of options available and some for the future. For example, should the identification involve neurological/biological, psychological or educational assessments? As yet the neurological indicators are controversial, such as ‘random eye movements’, ‘fixed reference eye’ and ‘soft neurological signs’, and then expensive, involving scanners and tomography. At the psychological level, IQ and cognitive abilities testing may be included as well as phonological batteries and profiles, and tests of working memory, perception and sequential ordering assumed to underpin literacy skills.
