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  Course Details
New Developments in our Understanding of Dyslexia: Implications for Assessment and Identification
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: 24/04/2021 - 24/04/2022
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 30.00
SASC Ref.: PAT-15872-240421-OL
   Audience Restriction
£30 members, £35 non members. This was the keynote speech at thee 2021 conference and is now available as an on demand product
   Course Summary
This is the keynote speech at the Patoss 2021 Virtual Annual Conference & AGM. This session is one hour and 15 minutes long
   Course Detail
Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia.  This lack of consensus represents a fundamental problem for individuals with dyslexia, their families, and professionals in the field.  Relatedly, common approaches to assessment of individuals with dyslexia do not result in sufficiently reliable and valid identification.  Because dyslexia is a latent condition with multiple symptoms, not all of which will be present in every individual, approaches to identification that primarily rely on any single criterion are problematical.  
   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • SpLD testing methods, interpretation, report writing, feedback and test materials
  • Assessors
  • Support
  • Training institutions
  • Delegates will need to book a place on the Patoss 2021 Virtual Conference & AGM to access this keynote speech
   Learning Outcomes
  • An approach to assessment will be described that addresses this problem by combining multiple sources of information including phonological processing, reading, oral language, family history, and common co-occurring conditions such as deficits in attention.
  • Advances in our knowledge of the prevalence of dyslexia makes it possible to further improve assessment by using a Bayesian approach to combine these multiple sources of information.