I recently had reason to be a little nostalgic about the method I learned for assessing adults with dyslexia back in the 1990s. I trained with Cynthia Klein and used a method broadly outlined in Klein, C. (2003) Diagnosing dyslexia: a guide to the assessment of adults, London, The Basic Skills Agency.
A number of colleagues have been preparing for resubmission of evidence to renew their Assessment Practice Certificate (APC), and I am staggered by the length of the diagnostic report now required, the proliferation of assessment tests needed and the depth of analysis expected. Feedback on the resubmission by expert assessors can run to several pages of intricate recommendations for improved practice and precise wording to be used in reports. Continue reading this article… »
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What can the WRIT vocabulary subtest tell us about reading ability?
by Alison Earey
The Vocabulary subtest depends upon the participants’ understanding and production of oral language. Therefore, the Vocabulary subtest is inappropriate for individuals unfamiliar with English.
Vocabulary tests are among the best predictors and commonly demonstrate the highest correlation with total IQ at any subtest within a given ability battery (WRIT manual, p60).
STEC Guidelines (SASC 2005) tell us that WRIT is a measure of underlying ability.
So,the question re-phrased is – What does being able to define words orally tell us about reading ability?
The Vocabulary subtest tells us whether a person knows what word means or not. It doesn’t tell us whether they have learned the word from reading or from conversation. Continue reading this article… »