Worksheet Taking Sides # Issue 12 Does Dating Impede Adolescent Development - Essay Example

Assessment of a learner Assessment of a learner Introduction The assessment of a learner seeks to identify the various challenges a learner might be facing in order to be able to administer teaching methods which enhance the learner’s capacity to comprehend things. Adda is a thirty-eight-year old individual, taking level 2 course in functional skills. Spelling mistakes which were noticed by her teacher prompted the teacher to send her to dyslexia unit for assessment (Jamieson & Morgan 2008).

She has been observed to have persistent problems development and acquisition of certain literacy skills. She is a mother of two girls and feels that they may have similar difficulties as she has. She has not had any history of medical problems which could affect her learning and does not think difficulties in learning have impacted upon her health.The assessmentIn seeking to establish the presence of dyslexia, it is essential to undertake several tests upon the individual in order to ascertain the condition (Phillips et al. 2013). The approaches that are utilised in the assessment of such learners commonly have differing views yet there is need to indicate clearly the co-occurrence of difficulties among learners.

A profile of the learner is therefore created based on various factors which could impact the development of literacy skills including behavioural, cognitive, environmental and biological factors (Frith 1999). A similar kind of approach was utilised in the assessment of this learner although not all the aspects could be covered at the time.Impact on the learnerThe assessment could have some negative impacts upon the learner hence the focus should remain based on the learning difficulties experienced by the learner (Reid 2013).

The learner declined to take a break during the assessment and believed that the difficulties do not have an impact on her life. She is, however, worried that the difficulties could have some impact on her children, who might be affected by the same condition she is suffering from. Since the patient is a grown up and does not have any known mental disorders, the suggestion to reject a break between the assessment was accepted as it is believed that the outcomes of the assessment could not be affected by the lack of a break between the tests.

Tests usedA number of tests were used on the learner in seeking to establish various literacy difficulties and these included the Wide Range Assessment Test 4 (WRAT 4) which was used to assess many literacy problemsWRAT 4 single word readingThis was used in assessment of the leaners capability to read single words outside the context of sentences. The leaner was required to read words of increasing difficulty loudly. The learner’s score in this test was below average.WRAT 4 reading comprehensionIn this test the learner was provided with sentences with missing words which she was supposed to provide in order to complete the sentences.

In this test the learner also scored below average.WRAT 4 single word spellingIn this test the learner was required to spell single words of increasing difficulty. The learner’s score in this test was also below average which was an indication of difficulties in phonological processing of words.Comprehensive Test of Phonological Processing (CTOPP)This test was administered to assess the abilities of the learner in phonological processing. This is the skill which is essential in the mastering of written language and the problem remains prevalent in people with reading difficulties and those with dyslexia as well (Jones & Kindersley 2013).

The test covered three different skills including phonological memory, phonological awareness and rapid naming. Among the three aspects of CTOPP, the learner scored above average in two of them except rapid naming in which she was below average.DiscussionThe findings of this test can be utilised to conclude that Adda has a specific learning difficulty (dyslexia). This is normally characterised by a degree of continued difficulty with spelling, writing and reading, accompanied by evidence of underlying problems with phonological awareness, speed of processing and verbal memory.

The test results indicate various discrepancies in Adda’s profile which is an indication of a typical pattern of literacy and underlying phonological working memory and speed of processing, difficulties consistent with an individual suffering from dyslexia (Ott 2014).Adda scored below average for single word reading. Her comprehension skills were well below average. She has developed good techniques for extracting the meaning from the text despite her decoding difficulties. Adda’s spelling was below in the low average range.

Adda’s phonological awareness is lower than expected and this will impact her reading and writing skills. The learner uses her visual strengths when confronted with difficult words by visually recognising similar words and substituting them for the target word. Her phonological memory is within the average range - her difficulties occur when asked to perform the higher level skills of manipulating sounds in words, a skill vital for efficient reading and spelling. The learner has literacy difficulties which go beyond the written text as she also experienced difficulties in some non-verbal tasks.

Within the context of phonological processing the learner only experienced difficulties in the rapid naming but was okay in the other aspects of the processing. The problems which have been assessed in this learner could be solved in order to improve the literacy skills of the learner (Lawrence 2009). This would include implementing the following when seeking to assist the learner to perform better.Adding the learner some extra time when taking exams due to the processing difficultiesProviding the learner with a separate room when she is taking exams.

This would be necessary in order to minimise the anxiety which she suffers from when taking exams alongside other students.Providing the learner with a bilingual dictionary to assist in the understanding of English which is not her first languageHer tutors should provide sufficient time to complete the assignment which have been issued as the learner is generally slow in the processing of certain materials.ReferencesFrith, U., 1999. Paradoxes in the definition of dyslexia. Dyslexia, 5(4), pp.192–214.Jamieson, C.

& Morgan, E., 2008. Managing Dyslexia at University: A Resource for Students, Academic and Support Staff, London: Routledge.Jones, A. & Kindersley, ‎Katherine, 2013. Dyslexia: Assessing and Reporting : the Patoss Guide 2nd ed., London: Hodder Education.Lawrence, D., 2009. Understanding Dyslexia: A Guide For Teachers And Parents: A Guide for Teachers and Parents, London: McGraw-Hill Education.Ott, P., 2014. How to Manage Spelling Successfully, London: Routledge.Phillips, S., Kelly, ‎Kathleen & Symes, ‎Liz, 2013.

Assessment of Learners with Dyslexic-Type Difficulties, London: Sage Publications.Reid, G., 2013. Dyslexia: A Practitioner’s Handbook 4th ed., Chicago: John Wiley & Sons.