How to Asses Dyslexia? Assessing Learning in Portuguese Normal Readers and Dyslexic Children
According to Seymour «In other instances (Portugal, for example), there may be no formally standardized measures of reading abilities at all. This lack of psychometric harmonization across Europe means that the way in which literacy are operationally defined is not equivalent in different countries» (Snowling & Hulme, 2005, p. 298). In this context, we created a battery of tests to assess dyslexic children.
In this study, we applied some tests of the battery called Bateria de Avaliação da Dislexia, namely the Words Recognition Test, the Reading Speed Test, the Phonological Awareness Test and the Spelling Test to 400 Portuguese children, aged 8 to 12, in the 3rd, 4th and 5th years of school. From this sample, 50 children were diagnosed as having learning disabilities. We tried to verify how factors like age, schooling, sex and learning disabilities influence acuity in reading. We made a statistical analysis of the results, with SPSS15.
The results prove that there are significant differences between children with learning disabilities and children without dyslexia. In conclusion, the results obtained are significant and the identification of children with learning disabilities may qualify them for special education services, with the final objective of establishing appropriate intervention goals.
Keywords: Learning Disabilities, Dyslexia, Assessment
PHD Student, Department of Education Sciences
Carlos Fernandes da Silva
Full Professor, Department of Education Sciences