Assessment and intervention of reading difficulties and dyslexia in bilingual children - Assessment principles
3 important questions on Assessment and intervention of reading difficulties and dyslexia in bilingual children - Assessment principles
What should be collected in the case history?
1. Overall development and home / language situation
-> Parents
- Development / medical / psychological / hereditary (erfelijke) factors
- Literacy skills parents: languages / proficiency / history of difficulties
- Literacy process bilingual child: parents' exceptations in terms of single of multiple literacy development.
2. Task and complaint analysis (current reading and spelling difficulties in L1 / L2
-> Parents + school
- Reading difficulties related to reading accuracy, reading fluency or reading comprehension?
- Word reading skills - language skills?
- Type of error?
3. Emergent (opkomend) literacy development ~ literacy precursors (voorloper)
4. Reading pleasure
-> Parents
- Development / medical / psychological / hereditary (erfelijke) factors
- Literacy skills parents: languages / proficiency / history of difficulties
- Literacy process bilingual child: parents' exceptations in terms of single of multiple literacy development.
2. Task and complaint analysis (current reading and spelling difficulties in L1 / L2
-> Parents + school
- Reading difficulties related to reading accuracy, reading fluency or reading comprehension?
- Word reading skills - language skills?
- Type of error?
3. Emergent (opkomend) literacy development ~ literacy precursors (voorloper)
4. Reading pleasure
Describe the areas that could be assessded?
1. Assessment of phonological awareness bv phonemes deletion
2. Assessment of rapid naming: bv name common letters, numbers,... As quick as possible. This skill is linked to reading fluency.
3. Assessment of phonological short-term memory: bv nonword repetition task.
4. Assessment of decoding skills: bv decoding fake words.
5. Assessment of reading fluency and comprehension
6. Assessment of spelling
2. Assessment of rapid naming: bv name common letters, numbers,... As quick as possible. This skill is linked to reading fluency.
3. Assessment of phonological short-term memory: bv nonword repetition task.
4. Assessment of decoding skills: bv decoding fake words.
5. Assessment of reading fluency and comprehension
6. Assessment of spelling
How do we make a problem analysis?
We make a SWOT analysis.
- Strengths
- Weaknesses
= internal factors (child)
- Opportunities
- Threats
= external factors (environment)
- Strengths
- Weaknesses
= internal factors (child)
- Opportunities
- Threats
= external factors (environment)
Try our study magic for free
a PDF, study it super fast
- No sign up, email or credit card needed!
- AI makes unlimited flashcards
- Get unlimited quizzes and tests
- Ask AI anything
Create a notebook
- No sign up, email or credit card needed!
- Have and keep perfect overview
- Make flashcards, notes and mind maps
- Review, test and score!
The question on the page originate from the summary of the following study material:
- A unique study and practice tool
- Never study anything twice again
- Get the grades you hope for
- 100% sure, 100% understanding
Remember faster, study better. Scientifically proven.
