Home » Key Assessment Elements

Some of the different Key Assessment Elements used in Europe

Although testing is done differently in different countries and regions around Europe, there is a degree of international consensus regarding the key assessment elements most diagnosticians are looking for when testing for dyslexia. Here are the elements that diagnosticians, in the countries covered by our study, are looking for when assessing dyslexia. The variation lies in how diagnosticians emphasize the different elements in their assessment.
Some people think of the act of reading as a straightforward task that’s easy to master. In reality, reading is a complex process that draws on many different skills.
Children that grow up in an environment where they are encouraged to use the written language from early years will have an advantage in learning writing/reading unlike those who do not experience reading or writing other places then in school.
Dyslexia, as we have been defining throughout this guide, is a difficulty with fluency in word recognition and spelling among other things. However, dyslexia is not something that only affects the language domain, but can also affect math skills. A skillset that includes, both in reasoning and practice, understanding and manipulating mathematical concepts, numbers, shape, and computation; and even understanding “the tenness of ten”. A lack of maths skills may lead to maths anxiety and stress.
Although motor skills are NOT the main issue when talking about dyslexia, several sources say that in between 35% to 60% of the cases, dyslexia and fine motor skills alterations do co-exist. Motor skills can be divided into two types: fine and gross. The former includes manual dexterity, hand-eye coordination, and writing, whereas the latter involves spatial awareness, distance awareness, balance, throwing and catching, etc.
Broadly, organisation is the ability to align resources and tasks in a structured framework. One must be able to successfully navigate and master times, days and dates, the importance of whether it’s morning or afternoon, following routines and timetables, coordinating different information and data to achieve a task, and an awareness of order. In literacy terms, organisation also encompasses letter sequencing and positioning. A person’s ability to organise is going to affect the daily life of that person, from keeping appointments to get things done. But it also affects the way we learn, and how we feel about learning.
Phonological ability is a process that we can divide into a few categories. These include phonological awareness, decoding, letter recognition and rapid naming. Being able to understand, manipulate, and master the sounds of letters, letter sound correspondences, and syllable patterns.
Tests for dyslexia look at a number of skills related to reading, such as decoding, phonological awareness, and comprehension. Reading fluency, including the ability to read “unbroken”, the ability to “read punctuation” and register, and levels of comprehension when reading. It’s more than a mechanical ability, it involves decoding meaning as well as sounds.
Spelling is one of the biggest, and most widely experienced difficulties for the dyslexic child and adult. Most dyslexic people can learn to read well with the right support, however, spelling appears to be a difficulty that persists throughout life. Putting the right letters in the right order, matching phonemes to graphemes, and applied letter recognition.
Although dyseidetic dyslexia results in characteristic coding patterns producing specific reading problems, it is probable that visual perceptual deficiencies contribute to learning problems that include general reading problems. The most common understanding of visual perception in dyslexia was associated with problems visually discerning and comparing patterns and sequences, which can include seeing directionality in letters and words, and even recognising words.
This category of memory plays an important role in reading and learning. It is the part of short-term memory that allows our brain to hold onto information for a brief period of time while doing something else.The ability to recall and apply, then use information, while distinguishing between the contexts in which it can be used, without losing track of it.
Many individuals with dyslexia or learning disabilities think that writing comes easily for others, but this is not the case. Writing is a complex process. Even great writers need to work at it. They draft, edit, and re-write many times until they are satisfied with the final copy. This is more than the ability to form letters and words (although it is that). It is about pencil grip, structuring and organising writing, and making that writing comprehensible, focused, and meaningful. There are many executive functions involved in good writing.

Get in Touch

 
NVS
Nome Vocational School (Nome videregående skole) consists of two campuses about 10 kilometers apart. Nome vocational school offers studies in the following fields: Agriculture, Fishing and Forestry, Health Care, Building and Constructions, Electricity and Electronics, Technical and Industrial Production, and Hairdressing, floral, interior and retail design.
OMOLAB
Omoguru is a research-oriented team specialized in dyslexia and development of assistive technologies for reading improvement. OmoType enhances legibility and readability of the text. It is designed with all the features proven to facilitate reading, improve letter detection and recognition. Research shows children read faster and make fewer mistakes when reading with the OmoType. OmoLab's OmoType has been used for the Dyslexia Compass website.
CPIP
Centrul Pentru Promovarea Invatarii Permanente is a Romanian NGO that works in Lifelong Learning since 2005. We support initiatives and run programs and projects that aim at cooperating and innovating for good practices in this field.
Babel Idiomas
Babel Idiomas was born in 1999 as a small private language school. Since then, the school has grown into a well-known and highly respected language training institution in Spain with currently 3 centres. We provide language training in English, Spanish, German, French and Italian to students of all ages. We work with an international staff who have personal experiences with social inclusion in various EU countries.
York Associates
Effective communication skills are key to your company’s international success. But better language doesn’t always equal better communication. That’s our philosophy.

Our customised and engaging training, coaching and digital learning solutions will make you a better communicator.
 
2020-1-UK01-KA201-079120
en_GBEnglish