Continuous assessment and monitoring over time

Ongoing assessment and monitoring over time are essential components in the understanding and effective management of dyslexia.

This session will explore in detail the importance of ongoing assessment, addressing how it is carried out, the tools used and how monitoring over time informs interventions and promotes the academic and emotional development of people with dyslexia.

Ongoing Assessment Tools for Dyslexia

• Cognitive Skills Tests: Tests of cognitive skills, such as phonological awareness and working memory, are essential. These assess the cognitive basis of reading and allow for a deep understanding of the areas that may need additional support.

• Monitoring Academic Performance: Continuous monitoring of academic performance is essential. Reading, writing and spelling results are regularly reviewed to assess progression and adapt strategies accordingly.

• Interviews and Observations: Interviews and observations provide important qualitative insights. These tools allow for a more holistic understanding, identifying changes in coping strategies and the individual's experiences.

Language Skills Development Assessment

• Reading and Comprehension Tests: Specific reading and comprehension tests are essential. They assess how the individual processes written information, identifying specific areas that may need attention.

• Analysis of Written Production: The analysis of written production allows for the evaluation of development in writing and spelling. Error patterns are identified and strategies adjusted as necessary.

• Exploration of Learning Strategies: The evaluation of learning strategies reveals how the individual approaches academic tasks. The aim is to understand which strategies are effective and which may require adjustment.

Evaluation of the Adaptation Process and Coping Strategies

• Interviews to Explore Strategies: Interviews focused on strategies allow us to explore how the individual adapts to the challenges of dyslexia. The aim is to understand the effectiveness of the strategies used in different contexts.

• Observation of Strategies in the Classroom: Direct observation in the school environment provides valuable information. The strategies used by the student in academic situations are identified, allowing for adjustments as necessary.

• Self-assessment and Reflection: Encouraging self-assessment and reflection is key. The active participation of the individual in the evaluation process is promoted, allowing them to identify effective strategies and areas that may need further support.

Evaluation of Socio-Emotional Development and Well-Being

• Interviews to Assess Emotional Well-Being: Interviews focused on emotional well-being explore how dyslexia impacts the individual emotionally. The aim is to understand self-concept, self-esteem and social interactions.

• Well-being questionnaires: The use of standardized questionnaires assesses emotional and social aspects. These provide quantifiable data that complement the qualitative understanding of emotional well-being.

• Collaboration with Mental Health Professionals: Collaboration with mental health professionals is essential. The aim is to assess and address potential emotional challenges, ensuring a holistic approach to intervention.

Use of Technologies for Ongoing Assessment

Online Learning Platforms: Online learning platforms enable ongoing assessment. They are used to monitor academic progress, provide instant feedback and adapt content to individual needs.

Specific Assessment Tools: Specific assessment tools, such as reading training programs, are used to measure specific skills and evaluate the effectiveness of interventions.

Digital Data Collection: Digital data collection facilitates continuous assessment. Data on performance in digital tasks is analyzed to adjust strategies and adapt the teaching approach.