Dyslexia (SpLD): Assessing Assessment

Abstract

Converging evidence increasingly calls into question the validity of 'traditional' assessment methods which commonly involve a discrepancy model or within which an IQ figure remains significant.There appears to be a continuing emphasis upon demonstrating the existence of a dyslexic condition at the expense of seeking to link assessment with intervention; and some question also exists whether there are characteristics which clearly differentiate a dyslexic sub-sample from other learning-disabled groups either in terms of cognitive functioning or of response to teaching method.

Questions from a social psychology perspective

“…In somewhat ironic summary, it seems fair to say that EPs as cognitive theorists are agreed that they are not in a position to provide a definition of dyslexia which they are able to consider as valid within their own frame of reference (Connor, 1994;Orton Dyslexia Society Research Committee, 1994). The menu of 'different approaches' (Ashton, 1996, p 139) to identification may be of variable utility to a practising EP in different situations but, from anecdotal evidence, may be found unhelpful when it fails to recognise fundamental confounds or makes radical inferences that dyslexia is a myth.…”

“…Since psychology draws from different paradigms (Taylor et al, 1982;Pomerantz, 1996), the social meaning of dyslexia and its link to the work of cognitive and educational psychologists (and for that matter the power struggle for definitional territory and practitioners' interest or not in it) are worthy subject matters for psychologists. Connor (1994) raises the speculation:…”

“…• The various purposes of assessment with the task of identification (Connor, 1994). For example, should the tools for identification be useful for informing appropriate teaching?…”