Hurry, J;
Doctor, E;
(2007)
Assessing literacy in children and adolescents.
Child and Adolescent Mental Health
, 12
(1)
pp. 38-45.
10.1111/j.1475-3588.2006.00420.x.
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Abstract
This review provides a framework for examining the assessment of literacy underpinned by current theories of reading and writing. Our choice of assessment tools was influenced by a desire to identify tests that are suitable for diagnosing students of all ages. The key dimensions identified were printed word recognition (lexical and non-lexical), comprehension and writing. We conclude that there is no single test currently available that provides a comprehensive profile of literacy difficulties. The assessor will require critical discrimination in choosing tests that are theoretically sound and diagnostically useful. © 2007 Association for Child and Adolescent Mental Health.
| Type: | Article |
|---|---|
| Title: | Assessing literacy in children and adolescents |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/j.1475-3588.2006.00420.x |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1477917 |
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