Cognitive Psycho-Educational Assessments and Literacy

In depth and explicit assessments are really important in children who show signs of being behind to their peers. Children fall behind in literacy for numerous reasons. Not being able to read is merely a the surface manifestation that makes the invisible, visible.

This is where cognitive psycho-educational assessments come into play. These assessments require specialist in cognition and language to administer and most importantly, to interpret the results accurately. If interpretation is inaccurate, then intervention and literacy coaching will fall short of being successful. For this reason, generic one-size fits all programmes are not effective. For this reason, a regular language tuition teacher will not be able to show long term success and the learner remains struggling.

Learning to read involves processes that researchers have devoted the last 20 years to. It is a science in itself. Many different processes are involved in the brain when it commences acquiring literacy skills.

We all know that literacy lies at the very core of all formal education. One might be able to get away with basic numeracy but one cannot get away from having at least a primary level reading ability. 

Reading and comprehension are also related. One cannot be built without the other. So understanding the core set of deficits hampering the learning of reading is crucial.

So, please do not feel that assessments are worthless and keep trying to mend the surface symptoms by giving additional tuition. It will not work. You will only realise this when the child is aged 11 when higher order reading skills fail to develop. In the early stages, tutors will use rote methods to make it seem like  a learner is reading. One common example I hear constantly in Malaysia is " my child can read Peter & Jane books to level 3!" When formally tested, the skills learnt do not transfer and become applicable across board - this means, learning did not take place. This simply means your child was drilled by rote.

If you feel your child has literacy skills that are behind, get your child tested now and do not wait any long. 

Read the follow on next week about the difference in observational assessments and cognitive psycho-educational assessments.

Have a great week!