ABSTRACT
The informed early assessment of potential areas of difficulty and strength is of central importance in efforts to support children with specific learning difficulties or dyslexia. Early identification typically leads to more effective outcomes in remediation, particularly in the areas of reading and writing (Torgesen, 2004), whereas a failure to recognize difficulties can often lead to an individual becoming anxious or depressed and suffering serious losses in self-esteem, confidence and motivation (see Edwards, 1994; Miles & Varma, 1995; Riddick, 1996). Objective assessment procedures and tools are essential to educational practitioners in their initial identification of those at risk and their formation of an education plan designed for the needs of the individual.
