Summary
This diagnostic assessment was requested by TR and her tutors in order to establish her current cognitive profile and to make recommendations for reasonable adjustments and exam access arrangements, as appropriate, for her GCSE English and Level 4 Sports Massage courses. It was also an opportunity to provide her with a current assessment of her learning needs and to establish a starting point for support. By examining the evidence from all parts of the assessment, the test results and my consultation with TR, there is strong evidence to confirm the existence of a specific learning difficulty (SpLD), dyslexia. Please see the Conclusion for a definition of dyslexia (page 23). In addition TR demonstrates some dyspraxic tendencies. The following patterns of strengths, weaknesses and indicators have been observed. Areas of Strength: …show more content…
However, it should be noted that TR has developed strategies to compensate for her difficulties in reading and spelling. TR has difficulty in identifying the sounds in spoken words as well as the ability to manipulate these sounds. She has an underlying difficulty with phonological processing speed indicating that she has a problem with her verbal working memory, her ability to retrieve and articulate language quickly. The awareness of sound structure underpins literacy skills. TR also has problems with her speed of visual processing which affects her reading and writing speeds and her ability to identify errors when proof reading. In addition, TR’s slow processing speed for visual sequential information impacts on her reading comprehension, slowing her down and impeding understanding. Her overall word reading efficiency indicates that TR finds reading at speed and under pressure a problem. Her spelling is weak and she finds it difficult to organise her ideas in
This diagnostic assessment was requested by TR and her tutors in order to establish her current cognitive profile and to make recommendations for reasonable adjustments and exam access arrangements, as appropriate, for her GCSE English and Level 4 Sports Massage courses. It was also an opportunity to provide her with a current assessment of her learning needs and to establish a starting point for support. By examining the evidence from all parts of the assessment, the test results and my consultation with TR, there is strong evidence to confirm the existence of a specific learning difficulty (SpLD), dyslexia. Please see the Conclusion for a definition of dyslexia (page 23). In addition TR demonstrates some dyspraxic tendencies. The following patterns of strengths, weaknesses and indicators have been observed. Areas of Strength: …show more content…
However, it should be noted that TR has developed strategies to compensate for her difficulties in reading and spelling. TR has difficulty in identifying the sounds in spoken words as well as the ability to manipulate these sounds. She has an underlying difficulty with phonological processing speed indicating that she has a problem with her verbal working memory, her ability to retrieve and articulate language quickly. The awareness of sound structure underpins literacy skills. TR also has problems with her speed of visual processing which affects her reading and writing speeds and her ability to identify errors when proof reading. In addition, TR’s slow processing speed for visual sequential information impacts on her reading comprehension, slowing her down and impeding understanding. Her overall word reading efficiency indicates that TR finds reading at speed and under pressure a problem. Her spelling is weak and she finds it difficult to organise her ideas in