Whereas there is no obligation to arrive at a diagnosis of dyslexia even
though a student feels that should be the outcome of a diagnostic
assessment, there is an obligation to arrive at a diagnostic decision in
a professional manner.

I suspect that the ed psych in this instance is unfamiliar with
assessing students with English as a second language.  At least 10% of
the students I see have English as a second language and I do administer
both the Vocabulary and Information subtests.  This is because they both
provide important information.  In many cases- but not all -  there is a
distinctive pattern in that, of the three verbal reasoning subtests, the
highest score is for Similarities [probably the most important of the
three as it provides a measure of conceptual understanding], the lowest
score is for Vocabulary, and the middle score is for Information.

For example, one student I saw achieved a percentile of 75 on
Similarities, 50 on Information, and just 7 on Vocabulary.

Provided the score for Similarities is above average, there is a good
chance of a student being able to grasp a number of concepts in HE even
if he/she lacks the vocabulary to express the quality of his/her
thinking, provided the gap between Similarities and Vocabulary is not
too large.

If nothing else, the Vocabulary score provides information on the extent
to which a student will be need to rely on a dictionary. [In many cases
the scatter of 'right' responses on the Vocabulary subtest is also
revealing as there can be a greater understanding of more complex words
than many everyday conversational words.]

If I have any doubts about a student's ability to think conceptually I
also administer the Comprehension subtest as well.  In other words, a
professional assessment should be as inclusive as possible.

In the case of a student with ESL, this obligation should also include a
very detailed life history as this can provide a rich source of
information.

In my experience students with ESL are the students who are most likely
to have been overlooked as school children [either in their own country,
or, for children who grow up in a family within the UK where English is
not the first language within the family home].  A diagnostic assessment
is more challenging, but it should not beyond the professional
competence of those who offer a diagnostic service.

I would be very concerned about a repeat assessment as scores on some
subtests [primarily the non-verbal ones] may well be higher the second
time around.  The use of an interpreter is also a problem as you lose
control of the assessment [I have used an interpreter just once].  In
addition, if you need the services of an interpreter there are real
questions then about whether that person has achieved the level of
English to be an independent student in higher education.

It may be useful to see whether another ed psych might be prepared to
administer those subtests that were not administered.  Secondly, if the
personal history is of poor quality, this should also be taken [this can
easily take about an hour in its own right].

If the diagnostic outcome is the same at least there will be a greater
confidence in the outcome.  At the moment it seems as it this confidence
is totally lacking.


David Grant, PhD., Chartered Psychologist
dyslexia diagnosis - a specialist service for students
3 Rosebank Road
Hanwell
London W7 2EW

Tel: 020 8579 1902

e-mail: [log in to unmask]


-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of L.Thompson
Sent: 10 February 2004 14:33
To: [log in to unmask]
Subject: Students with English as an Additional Language and Educational
Psychologist's assessments

Dear all

I recently screened a student with English as an additional language and
referred him to the Educational Psychologist that we usually use (after
consultation with the EP and his agreement that he felt he could offer a
fair assessment).

The report has come back and states that the student does not have
dyslexia, and is in the low average/below average range of ability (the
vocabulary and information sub-tests were not administered).  The
student is unhappy and does not agree with this outcome and feels
strongly that he has dyslexia.

I was wondering if anyone else offers either EP assessment in the
student's first language or provides an interpreter or has any other
procedures in place.  I am unsure whether to offer a second assessment
with one of these options in place.

Many thanks

Louise Thompson
Asst Disability Adviser
Equality and Diversity Office
Humphrey Booth House
University of Salford

0161 295 2041
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