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Click on each bar to reveal information on the available assessments. Tests are chosen according to the difficulties the student experiences and the students age or grade level. Decisions are guided by information shared in the free consultation. In some cases further assessment is required once tuition has commenced. Should this occur, it is conducted during tuition time.
LITERACY ASSESSMENT
Assessment components will depend upon the age and any specific deficits the student may experience. Tests are Educational rather than Psychological.
Organisation and planning difficulties become evident during the course of tuition and the approach used addressed such difficulties.
Auditory Processing Deficits (Dysphonia - often classed as 'Dyslexia') also become clearly evident in the course of tuition and in most cases during the course of assessment. It is advised that parents and individuals encountering such difficulties first attend an Audiologist to discount any hearing (acuity) difficulties.
Similarly, it is advisable to consult an Optometrists (headaches, blurred vision, fatigue when reading etc), a Speech Pathologist (speech or language production) or an Occupational Therapist (Dyspraxia or related physical problems).
More serious difficulties such as the assessment of Speech & Language disorders, ADD, ADHD, Asperger Syndrome, Autism Spectrum, Downs Syndrome, Operational Conduct Disorder, Operational Compulsive disorder etc require a Specialist in that area.
Having said this, we do work with any student who is able to learn including children with feotal alcohol syndrome. We also consult with other involved professionals.
Organisation and planning difficulties become evident during the course of tuition and the approach used addressed such difficulties.
Auditory Processing Deficits (Dysphonia - often classed as 'Dyslexia') also become clearly evident in the course of tuition and in most cases during the course of assessment. It is advised that parents and individuals encountering such difficulties first attend an Audiologist to discount any hearing (acuity) difficulties.
Similarly, it is advisable to consult an Optometrists (headaches, blurred vision, fatigue when reading etc), a Speech Pathologist (speech or language production) or an Occupational Therapist (Dyspraxia or related physical problems).
More serious difficulties such as the assessment of Speech & Language disorders, ADD, ADHD, Asperger Syndrome, Autism Spectrum, Downs Syndrome, Operational Conduct Disorder, Operational Compulsive disorder etc require a Specialist in that area.
Having said this, we do work with any student who is able to learn including children with feotal alcohol syndrome. We also consult with other involved professionals.
Peabody Test of Receptive Language
The student is asked to look at 4 pictures. The examiner typically says "Show me bus." "Show me fragile." "Show me inflated.""Show me exhausted." The words the examiner uses become increasingly complex in meaning until the student makes a series of errors, at which point the assessment is terminated.
This test spans from prep to adult levels. It reveals discrepancies between expected and actual performance. A high score on this test coupled with a low score in reading, spelling and writing suggests either a specific learning difficulty or a missed opportunity to learn.
(See 'WHAT IS VAS' for a common explanation of missed learning opportunities.)
A low score on this test reveals a possible developmental delay. In such cases the learning opportunities are often above the student's capabilities. Parents often report that the student doesn't remember anything he/she has learned. Once learning capabilities are understood and an appropriate level of expectation is set, the student will begin to learn and to make progress.
This test spans from prep to adult levels. It reveals discrepancies between expected and actual performance. A high score on this test coupled with a low score in reading, spelling and writing suggests either a specific learning difficulty or a missed opportunity to learn.
(See 'WHAT IS VAS' for a common explanation of missed learning opportunities.)
A low score on this test reveals a possible developmental delay. In such cases the learning opportunities are often above the student's capabilities. Parents often report that the student doesn't remember anything he/she has learned. Once learning capabilities are understood and an appropriate level of expectation is set, the student will begin to learn and to make progress.
SLOSSON Oral Reading Test (SORT)
This is a test of the student's ability to read words in isolation. It is also a good indicator of the reading strategies that the student prefers. This test is normed and gives a reading grade level, revealing the extent of any gap between expected grade expectation and the student's performance. It will also indicated advanced performance for grade level.
ACER Word Identification Test
The ACER test offers additional words suitable for the lower grades and is therefore more suitable than the SLOSSON Oral Reading Test for younger students.
Schonell Spelling Test
A graduated normed spelling test that yields an age equivalent, providing any estimated gap in performance for age group - or an average or advanced score for age group. Suitable for ages 5 years the 15+ years.
TORCH - Test of Reading Comprehension
The TORCH test is a silent reading task with comprehension questions. It is not based on memory of what is read. Students can review the reading text. It tests a student's ability to process meaning from print without the added burden of reading aloud (which slows down fluency & interferes with comprehension as well as creating additional stress). These factors allow for the focus to be purely on comprehension.
The test is normed but also offers valuable diagnostic outputs - for example, the student may manage 'literal' information but be incapable of processing 'inference'.
The Harrison Test
The Harrison Test is a free internet based diagnostic tool. It is the only way to diagnose VAS (Visual Attention Span). Low VAS students experience difficulties when teaching methods are inappropriate to their needs - see 'What is VAS?' on this web site for an explanation.
The test also explores factors such as b/d/p/q reversals, basic phonic knowledge, name-sound confusions, blending skills, proof reading skills and reading speed.
The test also explores factors such as b/d/p/q reversals, basic phonic knowledge, name-sound confusions, blending skills, proof reading skills and reading speed.
MATHEMATICS ASSESSMENT
Mathematics assessment takes the form of a probe. This reveals missing concepts and computation skills. Mathematics is dependent upon prior knowledge, for example algebra is underpinned by a thorough grounding in fractions. The results of the probe will identify the areas in which students require assistance prior to embarking on a particular area of mathematics.