Dyslexia Assessment Appraisal

Running head: DYSLEXIA ASSESSMENT APPRAISAL
DYSLEXIA ASSESSMENT APPRAISAL
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DYSLEXIA ASSESSMENT APPRAISAL
Assessment of the Diagnostic literacy assessment
Introduction:
Among the various different learning difficulties that are prevalent in the society,
dyslexia can be identified as the one of the most abundantly found learning disability among
the children. As discussed by Rappolt-Schlichtmann, Boucher and Evans (2018), dyslexia can
be identified as a very common learning disability which restricts the children from reading,
writing, and spelling. Dyslexia is a specific learning difficulty, although this particular
disease is not affecting the intelligence of the individuals. The impact of dyslexia is not just
on the educational life of the children, but it also deteriorates the social experience that the
child has and paves way for bullying and affected self-esteem. There is mounting evidence
which has emphasized on the developmental pattern of dyslexia and how it affects the
individuals. However, there is very minimal evidence on proper assessment of the disease
and providing adequate and timely treatment to the individuals struggling with dyslexia. This
report will aim at exploring and critically analysing the dyslexia assessment appraisal tool
and critically evaluate the existing literature to evaluate the effectiveness of such tools and
the relevance of using the same.
Assessment
Dyslexia is a hidden disability and generally exhibits a number of complex
challenges, not just with the literacy but also with processing, memory, sequencing and
organisation. Teachers needs to have an understanding of the problem that a dyslexic child
might have within the classroom situation (Reid 2016). A child suffering from dyslexia might
find the acquisition of the literary skills a bit difficult and might suffer from a lot of anguish
and trauma as they can be mentally abused by their peers and the within the school setting,

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DYSLEXIA ASSESSMENT APPRAISAL
because of their learning difficulties. Much of their suffering can be alleviated by the
integration of the child in the school environment where he/she can feel comfortable.
Educators might be particularly confused by the students who are consistent in
underachieving. Hence these child should be made to feel different from their peers and
simply because they are unable to follow the simple instructions (Bell 2013).
It is the duty of the teachers to set a classroom environment that is inclusive for these
children, which can be done by adopting special teaching strategies. But for that it is first
necessary to assess the receptive language score, phonological awareness, and phonological
memory, numeracy and the writing score of the concerned students (Bell and McLean 2016).
Such formal assessment can be useful in the development of the inclusive curriculum for
these children.
Appraisal assessment:
The assessment tool that is being utilized in this setting is the diagnostic literacy
assessment, which is a remarkable and abundantly used assessment tool in the health care
setting for learning disabilities. The assessment tool is thorough and extensive and it covers a
large variety of important factors associated with the dyslexia. As discussed by Steinbrink et
al. (2014), dyslexia, despite being only a learning disability, has association with affecting the
personal and social life of the child as well as affecting the educational life of the child.
Hence, proper diagnosis and early treatment has potential benefits in easing the life and lived
experience of the children suffering from these particular issues.
Brief overview:
The assessment tool begins with context or reasons of concern, which describes the
patient, their characteristics and the presenting problems. It has to be mentioned that it is
crucial for the assessment tools to evaluate the impact of the disability on the living