Assessment of Dyslexia -- Why, When, and with What?

Autor/inn/en	Andresen, Anette; Monsrud, May-Britt
Titel	Assessment of Dyslexia -- Why, When, and with What?
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 6, S.1063-1075 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andresen, Anette) ORCID (Monsrud, May-Britt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1958373
Schlagwörter	Dyslexia; Clinical Diagnosis; Evaluation Methods; Diagnostic Tests; Professional Personnel; Student Evaluation; Disability Identification; Foreign Countries; Educational Psychology; Allied Health Personnel; Norway + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Diagnostic test; Diagnostischer Test; Personalbestand; Schulnote; Studentische Bewertung; Ausland; Erziehungspsychologie; Pädagogische Psychologie; Norwegen
Abstract	The fact that researchers have not been able to reach consensus about what constitutes dyslexia, may lead to inconsistency in the operational definitions of the measures used to assess dyslexia, which in turn jeopardizes the validity of these assessments. As this has potential negative consequences for children in need of remedial reading instruction, the purpose of this study was to examine the procedures for assessing dyslexia, including diagnostic criteria and test battery used. Participants were 118 employees (responsible for dyslexia assessment) at Educational-psychological services (EPSs) in South-Eastern Norway who answered a survey consisting of 19 questions about assessment procedures in their school district. Results showed that a majority (102) of the EPSs emphasized findings from one test battery (Logos) in the assessment work. Further, 71% of participants reported that schools in their school district used a reading assessment which does not have enough documentation of psychometric properties. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01