{"id":2036,"date":"2022-08-17T08:46:07","date_gmt":"2022-08-17T08:46:07","guid":{"rendered":"https:\/\/staging.dyslexiacompass.eu\/?post_type=report&#038;p=2036"},"modified":"2022-09-02T10:05:23","modified_gmt":"2022-09-02T10:05:23","slug":"understanding-testing-interpretation-cross-border-practices-in-dyslexia-assessment","status":"publish","type":"report","link":"https:\/\/dyslexiacompass.eu\/nb\/report\/understanding-testing-interpretation-cross-border-practices-in-dyslexia-assessment\/","title":{"rendered":"IO2 \u2013 Forst\u00e5else \u2013 Testing \u2013 Tolkning: Cross-Border Practices in Dyslexia Assessment"},"content":{"rendered":"<div data-elementor-type=\"wp-post\" data-elementor-id=\"2036\" class=\"elementor elementor-2036\">\n\t\t\t\t\t\t<div class=\"elementor-inner\">\n\t\t\t\t<div class=\"elementor-section-wrap\">\n\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-f21b2af e-con-full e-flex e-con\" data-id=\"f21b2af\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;,&quot;content_width&quot;:&quot;full&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-964d579 elementor-widget elementor-widget-text-editor\" data-id=\"964d579\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Introduksjon<\/h2><p>Fokusgrupperapporter som dette b\u00f8r ikke tas som en eksakt vitenskap. Selv om et bredt spekter av meninger ble gjengitt fra fem forskjellige land p\u00e5 det europeiske kontinentet, er det fortsatt mulighet for utvikling: et st\u00f8rre antall land kan unders\u00f8kes, flere diagnostikere kan bli spurt, f\u00f8lelser kan s\u00f8kes over lengre tid \u00e5 redegj\u00f8re for endrede meninger og reflekterte endringer i ett eller annet svar p\u00e5 grunn av ny informasjon, endringer i kontekst eller til og med forskjeller i hum\u00f8r blant respondentene. Alternativt kan alle deltakerne i fokusgruppene intervjues av \u00e9n forsker i stedet for \u00e9n forsker per land, for \u00e5 redegj\u00f8re for ulike m\u00e5ter \u00e5 stille sp\u00f8rsm\u00e5lene p\u00e5, s\u00f8ke svarene og registrere resultatene.<\/p><p>Ikke desto mindre, der hvor det tas hensyn til eventuelle un\u00f8yaktigheter i resultatene, og der de som gjennomf\u00f8rer fokusgruppene er oppmerksomme p\u00e5 sitt ansvar for \u00e5 redegj\u00f8re for studienes situasjonelle og milj\u00f8messige natur, kan fascinerende og nyttige data trekkes ut fra en slik unders\u00f8kelse.<\/p><p>Dette dokumentet registrerer og samler tre kategorier av informasjon:<\/p><ul><li>Diagnostikeres forst\u00e5else av og respons p\u00e5 ulike \u00aboffisielle\u00bb definisjoner av dysleksi;<\/li><li>Hvilke elementer av dysleksi disse diagnostikerne tester for, og hvordan de tester for dem; og<\/li><li>Hvordan de tolker disse ulike elementene ved dysleksi.<\/li><\/ul><p>Den f\u00f8rste kategorien vil vise om diagnostikere fra hele Europa ser dysleksi p\u00e5 samme m\u00e5te; den andre kategorien vil vise om de tester for de samme tingene, p\u00e5 samme m\u00e5ter; og den tredje kategorien vil vise om de ved testing for de samme (eller forskjellige) tingene forst\u00e5r disse tingene p\u00e5 en konsistent m\u00e5te fra land til land. Det er en tredelt tiln\u00e6rming, best\u00e5ende av forst\u00e5else, testing og tolkning.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-644105d e-con-boxed e-flex e-con\" data-id=\"644105d\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-58a412c elementor-view-default elementor-mobile-position-top elementor-vertical-align-top elementor-widget elementor-widget-icon-box\" data-id=\"58a412c\" data-element_type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\t\t\t\t\t\t<div class=\"elementor-icon-box-icon\">\n\t\t\t\t<a class=\"elementor-icon elementor-animation-\" href=\"#understanding\">\n\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-brain\"><\/i>\t\t\t\t<\/a>\n\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t<a href=\"#understanding\" >\n\t\t\t\t\t\tDel en\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tForst\u00e5else\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-939a09c elementor-view-default elementor-widget elementor-widget-icon\" data-id=\"939a09c\" data-element_type=\"widget\" data-widget_type=\"icon.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-wrapper\">\n\t\t\t<div class=\"elementor-icon\">\n\t\t\t<i aria-hidden=\"true\" class=\"fas fa-chevron-right\"><\/i>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-82c7f4f elementor-view-default elementor-mobile-position-top elementor-vertical-align-top elementor-widget elementor-widget-icon-box\" data-id=\"82c7f4f\" data-element_type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\t\t\t\t\t\t<div class=\"elementor-icon-box-icon\">\n\t\t\t\t<a class=\"elementor-icon elementor-animation-\" href=\"#testing\">\n\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-pencil-ruler\"><\/i>\t\t\t\t<\/a>\n\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t<a href=\"#testing\" >\n\t\t\t\t\t\tAndre del\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tTesting\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2a36e01 elementor-view-default elementor-widget elementor-widget-icon\" data-id=\"2a36e01\" data-element_type=\"widget\" data-widget_type=\"icon.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-wrapper\">\n\t\t\t<div class=\"elementor-icon\">\n\t\t\t<i aria-hidden=\"true\" class=\"fas fa-chevron-right\"><\/i>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-d749bd6 elementor-view-default elementor-mobile-position-top elementor-vertical-align-top elementor-widget elementor-widget-icon-box\" data-id=\"d749bd6\" data-element_type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\t\t\t\t\t\t<div class=\"elementor-icon-box-icon\">\n\t\t\t\t<a class=\"elementor-icon elementor-animation-\" href=\"#interpretation\">\n\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-glasses\"><\/i>\t\t\t\t<\/a>\n\t\t\t<\/div>\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t<a href=\"#interpretation\" >\n\t\t\t\t\t\tDel tre\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tTolkning\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0e2607b elementor-widget elementor-widget-text-editor\" data-id=\"0e2607b\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\tMed andre ord, der en person blir testet for dysleksi i (for eksempel) Kroatia, er forst\u00e5elsen, testingen og tolkningen av disse testene den samme som den ville v\u00e6rt hvis den samme personen ble testet for dysleksi i (for eksempel) Romania? Hvis det ikke er det, blir det av st\u00f8rste betydning \u00e5 skape et middel for \u00e5 oversette og samkj\u00f8re disse dysleksivurderingene slik at \u2013 p\u00e5 den ene siden \u2013 en persons dysleksidiagnose ikke blir irrelevant eller uakseptabel n\u00e5r hun flytter fra en region i Europa til en annen; mens \u2013 p\u00e5 den annen side \u2013 politikere og de i autoritetsposisjoner endelig kan f\u00e5 p\u00e5 plass sammenhengende planer for dysleksitesting, intervensjon og tilrettelegging.\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f5e9eec elementor-widget elementor-widget-text-editor\" data-id=\"f5e9eec\" data-element_type=\"widget\" id=\"understanding\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Del \u00e9n: Forst\u00e5else<\/h2><p>For \u00e5 m\u00e5le grenseoverskridende forst\u00e5else av en generell definisjon av dysleksi, ble diagnostikere og bed\u00f8mmere fra hele Europa bedt om \u00e5 si hvor enig eller uenig de var i ulike innflytelsesrike organisasjoners definisjoner av dysleksi; og i hvilken grad de trodde disse definisjonene var like eller ikke. Mens presentasjonen av fokusgruppestatistikken og resultatene varierte litt, dukket det opp sterke bilder fra disse sp\u00f8rsm\u00e5lene.<\/p><p>For eksempel, i Storbritannia (kanskje ikke overraskende), ble British Dyslexia Associations definisjon av dysleksi sett p\u00e5 som den mest n\u00f8yaktige; mens internasjonalt (inkludert Storbritannia) ble International Dyslexia Associations definisjon sett positivt p\u00e5.<\/p><h3>Liste over forkortelser:<\/h3><p>BDA = British Dyslexia Association<br \/>Rose = The Rose Report (innflytelsesrik britisk rapport om dysleksi)<br \/>BPS = British Psychological Society<br \/>EDA = European Dyslexia Association<br \/>IDA = International Dyslexia Association<br \/>ADA = American Dyslexia Association<\/p><p>Storbritannia = Storbritannia<br \/>Ro = Romania<br \/>Sp = Spania<br \/>Heller ikke = Norge<br \/>Cro = Kroatia<\/p><p>Definisjonene av dysleksi som ble diskutert var:<\/p><p>BDA: En l\u00e6ringsforskjell som f\u00f8rst og fremst p\u00e5virker lese- og skriveferdighetene. Det p\u00e5virker imidlertid ikke bare disse ferdighetene. Dysleksi handler faktisk om informasjonsbehandling.<br \/>Rose: Vansker med fonologisk bevissthet, verbal hukommelse og verbal prosesseringshastighet.<br \/>BPS: N\u00f8yaktig og flytende ordlesing og\/eller staving utvikler seg ufullstendig eller med sv\u00e6rt store vanskeligheter.<br \/>EDA: En lidelse hovedsakelig preget av alvorlige vanskeligheter med \u00e5 tilegne seg lese-, stave- og skriveferdigheter.<br \/>IDA: En nevrologisk-basert tilstand som p\u00e5virker lesen\u00f8yaktighet, leseflyt og stavem\u00e5te. En uventet vanskelighet med \u00e5 l\u00e6re \u00e5 lese.<br \/>ADA: Genbetingede vurderinger overf\u00f8rt ved arv hos mennesker. De mangelfulle sanseoppfatningene p\u00e5virkes av genetiske prosesser i hjernen.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9648fe1 elementor-widget elementor-widget-text-editor\" data-id=\"9648fe1\" data-element_type=\"widget\" id=\"testing\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Del to: Testing<\/h2><p>Det kan virke intuitivt \u00e5penbart at der testing for dysleksi er forskjellig fra land til land, hvor tester leter etter forskjellige ting, og der terskelen for \u00e5 &quot;bli flagget&quot; i en test er forskjellig i forskjellige regioner, s\u00e5 er antallet registrerte dyslektikere i hvilken som helst region \u2013 og faktisk hva disse menneskene blir registrert som \u2013 kan variere. Det er derfor viktig \u00e5 forst\u00e5 hva det er ut\u00f8vere i ulike regioner ser etter, og hvordan.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-261a6ff elementor-widget elementor-widget-text-editor\" data-id=\"261a6ff\" data-element_type=\"widget\" id=\"interpretation\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<h2>Del tre: Tolking<\/h2><p>N\u00e5r det er fastsl\u00e5tt hva det er som bed\u00f8mmere og diagnostikere tester for, blir det viktig \u00e5 fastsl\u00e5 hva de forst\u00e5r med disse tingene. For eksempel, hvis to diagnostikere hver for seg tester for &quot;visuell persepsjon&quot;, men den ene tolker dette til \u00e5 bety &quot;\u00e5 se bokstaver bakover&quot; og den andre tolker det til \u00e5 bety &quot;se ord som beveger seg p\u00e5 en side&quot;, s\u00e5 ville det v\u00e6re uklokt \u00e5 konkludere med at de tester virkelig for det samme. Det er ogs\u00e5 avgj\u00f8rende at vi vet hvor stor betydning assessorer legger p\u00e5 de forskjellige elementene de kan teste for. Hvis en bed\u00f8mmer ser &quot;visuell persepsjon&quot; som ekstremt viktig, men &quot;arbeidsminne&quot; som relativt uviktig, mens en annen mente det motsatte, ville det v\u00e6re like uklokt \u00e5 konkludere med at &quot;dysleksi&quot; betydde det samme for begge mennesker, selv om de begge inkluderte to elementer i deres evalueringer.<\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Introduction Focus group reports such as this should not be taken as an exact science. Although a broad range of opinions was canvassed from five different countries within the continent of Europe, there remains the opportunity for development: a larger number of countries could be investigated, more diagnosticians could be asked, feelings could be sought [&hellip;]<\/p>","protected":false},"featured_media":0,"template":"elementor_header_footer","acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>IO2 - Understanding \u2013 Testing \u2013 Interpretation: Cross-Border Practices in Dyslexia Assessment - The Dyslexia Compass<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dyslexiacompass.eu\/nb\/report\/understanding-testing-interpretation-cross-border-practices-in-dyslexia-assessment\/\" \/>\n<meta property=\"og:locale\" content=\"nb_NO\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"IO2 - Understanding \u2013 Testing \u2013 Interpretation: Cross-Border Practices in Dyslexia Assessment - The Dyslexia Compass\" \/>\n<meta property=\"og:description\" content=\"Introduction Focus group reports such as this should not be taken as an exact science. 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