Stephen Baylisspsychology credentialschartered psychologistMember of the British Psychological Society
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Dyslexia - Assessment and Definition

What is dyslexia - a term that has been much misunderstood or defined in different ways over the years? The British Psychological Society, Division of Educational and Child Psychology, defines dyslexia as:

Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.”

The definition of dyslexia does not rely on there being a significant discrepancy between cognitive ability and attainment scores. The DECP also states that no particular pattern of cognitive scores is necessary for a child to be regarded as dyslexic. In other words the focus is on attainments not on any particular pattern or relative strengths and weaknesses on cognitive scores.

The important issue is to focus upon identifying the existing skills of the child/ adult and what strategies are needed to increase his/her progress. I can carry out a detailed assessment to identify skills, strengths and weaknesses and produce a report with recommendations for new ideas to help the school and yourself to improve progress. A child’s progress can be affected by a number of factors including ability to use sounds/ phonemes, concentration and motivation, social and emotional skills such as friendships, anxiety and confidence. Other factors include learning styles, study skills and thinking skills.

Stephen Bayliss - Chartered Psychologist:

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