Headlines headlines
View news item'Staying Professional on Social Media' Published
Read SASC's latest guidance about maintaining professional standards on Social Media.
View news itemSASC Responds to SEND Green Paper
SASC has submitted its response to the government SEND Green Paper: Right Support, Right Place, ...
View news itemUpdated Test Lists issued June 2022
The revised updated test lists for pre and post-16 are now available.
View news itemSASC Autism Guidance Paper Published
SASC Guidance on the Assessment and Identification of Autism / Autism Spectrum Conditions paper now ...
View news itemReport Guidance and Formats Updated
Updates to Pre & Post 16 Report Formats and Additional Guidance Documents

SASC news feed SASC news feed

  Course Details
The Most Effective Use of the CTOPP2: SASC Authorised
Course Level: Intermediate
Course Type: Distance
CPD Long Term:
CPD Credit Hours: Hours: 1 Minutes: 0
  Event Address

  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 01386 257808
Email: srostill@patoss-dyslexia.org
Website: www.patoss-dyslexia.org
  Event Details
Dates: 14/07/2022 - 14/07/2023
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 30.00
SASC Ref.: PAT-15967-140722-OL
   Audience Restriction
Membre £30, non~member £35
   Course Summary
A webinar by one of the test authors on the Comprehensive Test of Phonological Process version 2 (CTOPP-2) Professor Richard Wagner This webinar can be followed by a live Q&A session with Professor Wagner on 2 November 2022 which will need to be booked separately and can be done so using the green button below. Delegates MUST have attended either this CTOPP2 course or the TOWRE-2 webinar to enable them to attend the live Q&A.
   Course Detail

The Comprehensive Test of Phonological Process version 2 (CTOPP-2) assesses three components of phonological ability- phonological awareness, phonological memory and phonological access in long-term memory. There are two age-related versions of the test: one developed for children in the five-to six-year age range and the other developed for use with older individuals aged seven to 24. years.

Professor Wagner and his colleague Professor Torgesens' research has been fundamental in our understanding of the importance of capturing the extent of the dyslexic person's phonological deficit, in diagnosing dyslexia. Their large scale concurrent and longitudinal studies of reading development demonstrated the importance of three clear aspects of phonological subgroups which are vital in developing the ability to read. Their research demonstrated the essential importance of phonological awareness in hearing and manipulating the speech sound of letters in words, the importance of phonological processing subskill of rapid automatised naming, which assess the speed and efficiency a person retrieves phonological representations from long-term memory.

Finally, the role that phonological memory has in the coding of information as speech sound representation for temporary storage in short-term working memory were all proven to be vital in any diagnostic model or understanding of dyslexia. To assess for dyslexia the assessor must capture the learner's phonological deficits. The results of their studies can be demonstrated in the Comprehensive Test of Phonological Processing 2 (CTOPP 2). The CTOPP 2 was normed on 1900 individuals across the USA, according to a stratified sampling procedure that ensures that it represents the population as a whole. This webinar enables the participant to make sure they are effectively using the CTOPP 2 and they have an opportunity to have attend a workshop with Professor Wagner where they can ask questions regarding an assessors professional practice.

   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • SpLD testing methods, interpretation, report writing, feedback and test materials
  • Assessors
  • Support
  • Delegates should be qualified to use the CTOPP-2
   Learning Outcomes
  • Phonological skills that the test is testing
  • Effective use of the test
  • Issues that may arise from the using the test