Among other reasons, testing is done when someone has some concerns about a child our young person’s learning needs. One of the assessments that I use is the Weschler Intelligence Scale for Children (WISC-V). This provides essential information and critical clinical insights into a child's cognitive functioning. It also integrates current conceptualisations and recent research to provide the most essential information about a child's strengths and weaknesses. Administered in a time period between 65 and 80 minutes.
My assessments are based on the current and most up-to-date thinking highlighted in the Rose Report (2009) * that focuses on phonological awareness, auditory and working memory skills and verbal processing speed:
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
Characteristic features of Dyslexia are difficulties in phonological awareness, verbal memory (working and short-term auditory) and verbal processing speed.
Dyslexia occurs across the range of intellectual abilities.
It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not by themselves, markers of Dyslexia.
A good indication of the severity and persistence of Dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.
* ‘Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’ by Sir Jim Rose, June 2009. p10.