The final project for this course is the creation of an evaluative, comprehensive literature review. You will select a psychological measure or test. Ideally, the test should be one you see yourself using in the future, that has been used to assess a diag

Dyslexia Psychological Assessment

Matthew Rosario

SNHU

Dyslexia Psychological Assessment

Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012).

Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role.

A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012).

Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008).

Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from teachers and parents to gain the knowledge of improvement and educational opportunities that have been delivered. The tests are then set to find out the strengths and weaknesses that result to analysis and a cautious roadmap for interference.

Background of the information, oral skills in language, intelligence, spelling, decoding, word recognition, reading comprehension and automaticity skills are issues that must be attended to for the purpose of presenting the results of the test accurately.

Assessment is carried out for a particular purpose. Certain instruments may be used in assessment and can be very useful when used properly, but can also be unproductive when used unsuitably. Regularly unsuitable use curtails from not having a strong understanding of what you need to measure and the purpose of measuring it (Valdois, Bosse & Tainturier, 2009).

Having a strong understanding as to why you want to conduct the assessment is significant in selecting the suitable evaluation tools to attain that drive. This takes us to an essential principle of evaluation. The strategies for assessment should be created with a strong understanding of the skills, knowledge, characteristics, and abilities that one need to measure.

Tests that are developed professionally are used as part of a strategic evaluation program which may assist you in selecting more qualified and productive assessment. International testing values highlight two wide categories of psychometric tests which are tests of capability and self-report measures. The two theories suggest a visual constituent in dyslexia, and they are the theory of Magnocellular deficit and Meares-Irlen syndrome (Jeffries & Everatt, 2007).

Dyslexia is a form of learning disability and before diagnosis; various children with this disability are poorly understood. Dyslexia has nothing to do with the intelligence of a person, and the children’s parents who have dyslexia are regularly confused when their child performs poorly in school or struggles to read a simple book (Stein, 2001).

If a child has dyslexia, a parent is likely to ask herself these questions as one watch her child struggling to associate with other classmates. One may also observe the frustration of her child as his or her friends attains the skills that are hard for children who have dyslexia. When a child suffers from dyslexia one must ensure that the child gets the assistance that is required.

Children with dyslexia may have slight to simple impairment. The signs of this condition differ from person to person. The signs and symptoms of this condition include having a problem in pronunciation, difficulty in rhyming words, experiencing problems in handwriting, confusing the order of letters within a word and reduced ability to learn fundamentals like colors, numbers, and alphabet (Jeffries & Everatt, 2007).

References

Goswami, U. (2012). Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Dyslexia, 6(2), 133-151.

Jeffries, S., & Everatt, J. (2007). Working memory: its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214.

Reiter, A., Tucha, O., & Lange, K. W. (2008). Executive functions in children with dyslexia. Dyslexia, 11(2), 116-131.

Snowling, M. J. (2011). Dyslexia. Blackwell publishing.

Stein, J. (2001). The magnocellular theory of developmental dyslexia. Dyslexia, 7(1), 12-36.

Valdois, S., Bosse, M. L., & Tainturier, M. J. (2009). The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder. Dyslexia, 10(4), 339-363.

Vellutino, F. R. (2013). Dyslexia: Theory and research.