ABSTRACT
This chapter
is concerned with the complex challenge facing teachers who are responsible for assessing difficulties in literacy development in order to plan effective programmes to address dyslexic pupils’ learning needs
includes discussion of the broad range of assessment strategies that may be required for a teacher appropriately to assess the characteristics of the individual pupil within and without the context of the classroom
includes discussion of the current spread of cognitive measures and their relationship to diagnostic criteria for dyslexia
covers some of the issues raised by the growing expectation that the perspectives of the ‘users’ of the system, that is both students and their parents or carers, will be taken into account in the assessment process
assesses ways in which the learning environment potentially creates barriers to, or facilitates, literacy development and the implications for effective planning of learning
establishes links between assessment and classroom practice.
