ERIC Number: EJ1161012
Record Type: Journal
Publication Date: 2017-Nov
Assessment of Dyslexia
Proctor, Carla M.; Mather, Nancy; Stephens-Pisecco, Tammy L.; Jaffe, Lynne E.
Communique, v46 n3 p1, 20-23 Nov 2017
School psychologists are often involved in evaluating students who have been referred for reading problems or are suspected of having dyslexia. To accomplish this task, it is important to have a thorough understanding of dyslexia, and know what factors to consider. Therefore, the purposes of this article are to describe: (1) the primary and secondary characteristics of dyslexia; (2) the most common cognitive and linguistic correlates; and (3) the concept of unexpectedness (the ability to learn when reading is not required).
Descriptors: Dyslexia, Reading Difficulties, School Psychologists, Symptoms (Individual Disorders), Academic Ability, Phoneme Grapheme Correspondence, Reading Skills, Reading Fluency, Spelling, Reading Comprehension, Writing Skills, Phonological Awareness, Orthographic Symbols, Memory, Naming, Cognitive Processes, Reading Rate, Intelligence, Abstract Reasoning, Oral Language, Mathematics Skills
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: firstname.lastname@example.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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