This highly practical book is well organised, accessible and jargon free.
Parents who are struggling to understand the Addressing Dyslexia Toolkit’s Dyslexia identification Pathway and a school’s Staged intervention and planning paperwork will find this book refreshingly informative and easy to follow.
Drs Reid and Guise are highly qualified professionals both with considerable experience in the identification, assessment and support of dyslexia and other specific learning differences across all age-groups in educational settings, ranging from primary school to University and beyond to the workplace.
In this book, they briefly explore learning differences that are so often part of dyslexia. They consider the purpose of assessment – what parents expect to find out and how the results will be used. In chapters 4 & 5 they trace the route from identification of ‘difference’ through the process of assessment and explain differences between school-based, screening and independent assessments, explaining the need to consider strengths and cognition as well as specific issues in processing, memory and classroom attainment.
They go on to consider the impact of assessment on learning, then review some key strategies, interventions and resources that may support the learning of those who have dyslexia. The final chapter considers the different approaches to assessment in the context of local policy and practice across the UK.
Particularly useful are the chapter summaries – without having to read the whole book, busy parents and teachers can dip in and out to find the answers to their queries. The role of parents at each stage of the assessment process is highlighted within each chapter.
Useful appendices include a glossary to explain some of the terminology that is used by professionals in reporting their findings and notes on the interpretation of an assessment report – and explains the SASC-specified format and content of specialist reports.
This book will provide information and support for educational professionals using the online resources in The Dyslexia Assessment by the same authors.
This review was written by Moira Thomson MBE
 The UK’s SpLD Assessment Standards Committee has published guidelines that assessors are required to comply with when reporting on assessments.