A review of three commonly used brief dyslexia rating scales

Datos Bibliográficos

ID21376632
AutoresMichelle S Storie (0000-0002-9191-788X, Counseling and Psychological Services Department SUNY Oswego Oswego New York USA, autor de correspondencia), Laurice M Joseph (Department of Educational Studies Ohio State University Columbus Ohio USA), Theresa Gillespie (0000-0001-8734-716X, Department of Educational Studies Ohio State University Columbus Ohio USA), James McDougal (Counseling and Psychological Services Department SUNY Oswego Oswego New York USA), James L McDougal (State University of New York at Oswego)
Año2024
Volumen61
Número1
Páginas237-252
Fecha de publicación2024-01-01
Open AccessSí
TipoARTICLE
RevistaPsychology in the Schools (JOURNAL)
Identificadores de la revistaISSN: 0033-3085 • E-ISSN: 1520-6807
EditorialWiley (PUBLISHER • GB)
DOI10.1002/pits.23051
OpenAlexW4385775856
IdiomaEN
Referencias citadas46

The use of brief dyslexia rating scales is increasing given current dyslexia legislation efforts across the United States. The purpose of this article is to provide an overview of the historical context of the use of brief dyslexia rating scales, strengths, and limitations of using these measures, criteria for selecting these measures, and a review of three commonly used brief dyslexia rating scales in the United States. A discussion of how brief dyslexia rating scales can be used in conjunction with other forms of assessment is also provided. Implications for practice on using brief dyslexia rating scales are addressed in the context of both assessment and intervention

Cognitive psychology · Context (archaeology) · Developmental psychology · Dyslexia · Linguistics · Rating scale · Reading (process) · Cognitive and developmental aspects of mathematical skills · Educational and Psychological Assessments · Psychology · Reading and Literacy Development

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