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You could ring up Patoss and ask for some advice.
I wrote you a long reply and it disappeared but you are obviously very worried and it may be worthwhile having a private assessment done on him if the school is not being helpful. Patoss have an index of tutors who will undertake this type of assessment.
Do you not feel comfortable going into the school and asking them to explain the results - the thing to remember is that the Bangor test is a screening test which gives an indication of dyslexia tendencies. It is not a formal assessment of dyslexia which would require your son to undertake a range of assessments ,which would take a few hours, to pin point his strengths and weaknesses.
I have seen students in my college badly let down by the system (although many haven't) so it is worth pursuing this so you can have a better idea of what it is exactly that is causing your son to struggle so much.
What are his main difficulties?,
I have just been looking at a copy of the Bangor test but I don't have the teacher's manual as I have never used it - just copied the test for reference.
I use a combination of tests to screen and decide if I should contnue with more detailed assessments on a student.
I did find this on the internet. I don't know if it will help as the report is for an older student but it also recommended that the Bangor test be used alongside other tests.
Having looked through the questions on the Bangor myself myself, I would not be happy to base my opinion based purely on the Bangor test but that is just me. I would want to use it along other tests, especially in view of the things you have said about your son and the concerns you have.
Bangor Dyslexia Test
This test was developed by Prof T R Miles
from research conducted in the
Bangor Dyslexia Unit (1973, University of Wales). The BDT is most suitable as
part of a wider assessment, and provides a screening for
difficulties, rather than a definitive diagnosis. Dyslexia positive indicators are
identified through 10 sub-tests:
1. Laterality (Left-right body parts)
2. Repeating polysyllabic words
3. Subtraction (mental arithmetic)
5. Months forwards
6. Months reversed
7. and 8. Digits forwards and digits
9. b-d confusion
10. Familial incidence
Generally speaking, a student who scores at
least 2 – 3 positive indicators will
exhibit a discrepancy between performance
and ability that is unexpected.
Student X presented with 4 positive
indicators, and these results are as follows:
Laterality: Student X made four errors in this test,
and stated that she used the
strategy ‘right is the hand that I write
with’, to assist her with orientation.
Subtraction: Student X did not make any errors on this
test, but it should be
noted that her responses were hesitant, and
she stated that she ‘counted on’ or
‘counted up’ to calculate answers.
Student X stated that she had major difficulties with tables at
Although she manages tables with an ‘easy’ pattern
such as 2x, 5x and 10x,
other tables are more difficult. Student X attempted her 7x and 8x
progress was extremely slow and
hesitant. Student X stated that she
each answer by adding-on to the previous
answer, but was not able to say where
she was in the table.
Digits reversed: Student X made errors at the 4 and 5 digit
Familial incidence: Student X said that she has a cousin who
spellings, but is not aware of any family member with a formal
This is quite an interesting read as well and discusses different screening tests including the Bangor.
Dyslexia TestThe test used most commonly is the Bangor Dyslexia Test. Dyslexia positive indicators are sought through a series of sub-tests. It is essential that this test is not administered in isolation. There may be other reasons for scoring 'positive' on sub - tests and therefore the 'Bangor' should only be used in conjunction with a test of ability.
A bit more info.
We are thinking of having him privately assessed, however we would like the full (and correct) picture before we went down that route. We are trying to get a meeting arranged with the school but because 'it's not in their interests' to find anything wrong (ie resources for extra help) and the discrepancies we feel are on the bangor dyslexia test sheet, we just feel that they're trying to pull the wool over our eyes
It may be worth considering. Anyone who wishes to discount a private assessment will IME invariably say something along the lines of paid to tell the parent what they want to hear.
(not saying this is true !)
Hello Autism - fancy bumping into you here;)
I don't do private assessments - just them for my college so have no financial incentive to say anything that isn't true. I know this brilliant ex colleague who is like a mad professor type person and she definitely wouldn't do them for money or say anything that wasn't true - she goes into great depth.
If my child was struggling because of dyslexic type difficulties and I knew having some written evidence would help my child get the support they need, I would quite happily go along that route.
From an assessor's point of view, the fact that dyslexia is a spectrum of difficulties which vary in severity from student to student makes assessing potentially open to individual interpretation.
Maybe that is the problem, rather than assessors' setting out to mislead.
One thing that can't be argued with is the test scores evidence - it is the interpretation of these which is the responsibility of the assessor.
If someone has paid money for an assessment, I can see the potential pressure there. My experience of DSA assessments is that if the student has genuine problems relating to spld and you present the scores and a summary of difficulties, this is acceptable to sfe.
What is important is that the student gets the equipment and support they need and nearly all students taking the assessment, take up the support as they need it. I can think of one who didn't but he had his partner giving him study skills support but he did use the equipment and he was quite clearly dyslexic.
BTW, Amy: any luck?
The other thing is defense of assessors is that we are a sad little bunch ...well, my bunch is...and we spend lots of time in in depth discussion about various conclusions we have made. One colleague who used to spend lots of time discussing various issues with me has now left to be the co-coordinator of a big university. I really miss our chats.
Also assessors are heavily vetted now. I have already had to renew my practicing certificate once since qualifying and it is up for renewal next year.
This involved showing evidence of quite a few hours of relevant CPD which all has to logged in great detail.
You then have to submit a report which is scrutinized and comments made about your standards of assessing and then a decision is made about whether your reports meets the required standards and believe me the people doing this put the forum pedants to shame.
It also costs money. The last time it cost me £150 to renew. I have just paid £80 to rejoin Patoss and will be paying monthly for professional indemnity.
The other thing to remember is that most assessors go into the area of dyslexia out of interest in the subject, rather than to make money.
Or maybe that's me being my fluffy, naive self as usual;)
In fact, after reviewing my above post....beating myself over the head with a big stick would be easier and cheaper
.Plus as I am the only one who can assess at my campus (there are others from our other campuses and we all see each other quite a bit) so no-one else realises just how hard and time consuming it is to asess and write the assessments up and what a responsibility it is, I still have to teach for my allocated hours and fit in the assessing when I can, often putting myself under greater pressure than I would need to if I just said 'no' I don't have time........but then it isn't just a job to me, it is an interest as well.
Just read this and wondered how you had got on with your child's assessment?
I have just come across the Bangor test being used in isolation to indicate to a family that their child is not dyslexic. As class teacher and convinced that she is on the spectrum was upset but not surprised but a rebuff querying my motivations in questioning the result particularly when based on limited work not representative of her usual output. The matter is now closed and the parents are to be advised there is no indication (despite their being a recorded low risk)
I have worked with students of all ages with additional needs for many, many years. I use the Bangor Dyslexia Test as one of a range of diagnostic tools for specific learning difficulties. Scoring is very clear and is marked as '+' (positive indicator), 0 or '-' - the directions for each question are very specific. Some of the questions are also scored in accordance with the age of the child. There is also a list of observations that are included in the scoring e.g. hesitation. The number of positive indicators that causes concern also varied with the age of the student.
Tables: Children older than 8 are normally given 6x. 7x and 8x tables .... but may be given 2x, 3x and 4x tables as this is to help with certain observations. Children of 8 years would normally recite 2x. 3x and 4x tables. However, by the time I complete this assessment with a student, I have a range of information and tend to request the 2x, 2x and 4x tables.
It should always be remembered that the Bangor Dyslexia Test is only an indicator and 'Dyslexia' can only be diagnosed by an Educational Psychologist (UK) or School Psychologist (N. America) in addition to private psychologists - a professional requires clinical qualifications rather than educational qualifications for a medical diagnosis (which dyslexia is). A teacher can state that assessment indicate there may be a difficulty with ...... and then list whether there are visual sequential issues / auditory sequential issues etc etc.
I hope this is of some help.
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