![]() ![]() ![]() ![]() As a foundation for an interactive (dynamic) assessment approach, Study Two builds on research by Critten et al. The first study reports on the current assessment practices of 299 dyslexia specialists in the UK, identifying that while conventional static testing provides a measure of spelling accuracy compared to same-aged peers, further information is needed to inform intervention/support. The thesis presents four studies that build on each other to provide evidence for a Dynamic Assessment (DA) in the curriculum domain of spelling. The studies outline the development of an alternative approach to the assessment of spelling in children with dyslexia that incorporates a dynamic assessment approach. This thesis seeks to link the theory of assessment with the practice of dyslexia specialists in the UK. ![]()
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