Headlines headlines
View news itemRemote Assessment Guidance March 2021-Apr update
SASC has produced new guidance on remote diagnostic assessments and evaluations of need.
View news itemFAQs relating to remote assessment guidance
Frequently asked questions received on remote assessment posted April 2021.
View news itemWJIV Cognitive Abilities tests approved
Woodcock Johnson IV Tests of Cognitive Abilities approved for Pre and Post-16 assessments.
View news itemEvaluations of Need Extension Date
Evaluations of Need period of Acceptance Extended to 31 March 2021
View news itemSASC issues update re face-to-face assessments
As there is a gradual easing of lockdown restrictions some face-to-face assessments will become possible. ...

SASC news feed SASC news feed

  Course Details
Assessment and Implications for Teaching Support for Children with Dyslexia Who Are Speakers of English as a Second Language
Course Level: Intermediate
Course Type: Distance
In-depth:
CPD Long Term:
CPD Credit Hours: Hours: 1 Minutes: 0
  Event Address

Telephone:
Fax:
  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 0330 135 7030
Email: srostill@patoss-dyslexia.org
Fax:
Website: www.patoss-dyslexia.org
  Event Details
Dates: 24/04/2021 - 24/04/2022
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 30.00
SASC Ref.: PAT-15887-250421 OL
   Audience Restriction
£30 members, £35 non-members. This was a seminar in the Patoss 2021 conference and is available as an on demand product.
   Course Summary
An enduring question regarding language and literacy assessments in struggling readers/writers who are learning in a second or additional language, is how best to disentangle the possible causes of their difficulties.
   Course Detail
To what extent do these children's weaker skills reflect insufficient command of the target language due to lesser exposure and practice, and to what extent might they signal underlying specific learning difficulties such as dyslexia?  In this workshop, we will review the most recent research exploring these questions in bilingual and EL2 primary school-aged populations.  Based on current findings, we will consider which skills are transferable across languages and therefore can be evaluated in either the child's main language (L1) or second language (L2), and, which skills are less transferable and therefore best evaluated in both of the child's spoken and/or written languages. In the practical component of the workshop, we will examine the Multilanguage Assessment Battery of Early Literacy for principles of cross-language testing and for guidelines on the interpretation of the profile of results.
   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
   Audience
  • Assessors
  • Support
  • Assessment centers
   Pre-requisites
  • No pre-requisites, this session is aimed at primary
   Learning Outcomes
  • Review the most recent research exploring these questions in bilingual and EL2 primary school-aged populations.
  • Consider which skills are transferable across languages and therefore can be evaluated in either the child’s main language (L1) or second language (L2)
  • Consider which skills are less transferable and therefore best evaluated in both of the child’s spoken and/or written languages.
  • Examine the Multilanguage Assessment Battery of Early Literacy for principles of cross-language testing and for guidelines on the interpretation of the profile of results