When Mark came for his initial assessment at the Thorpe Dyslexia Centre he was six years old. His spelling level was evaluated to be 9 months below his actual age, and he had no determinable reading age. He had poor comprehension skills and low self -esteem. Mark was also slightly dyspraxic and found controlling his hands and fingers difficult. This difficulty proved to affect his ability to develop his writing skills, slowed his spelling development and caused him a great deal of frustration.
After one year of lessons Mark had his second assessment. His spelling age was now 8 months below his age, and his reading age was now seven years and one month – one month above his actual age. He was still having difficulty with letter formation and identifying sounds, yet his confidence had improved.
His third assessment was then taken another seven months on. We found that his reading age was now matching his actual age, and his spelling level was 6 months below his age. His tutor also noticed that Mark’s letter formation skills were affected by his confidence levels. This highlights just how important the emotional support provided by the Thorpe Dyslexia Centre is. We recognise that emotional well-being and self-belief are crucial elements in learning and we aim to provide a safe, nurturing environment for students to study in.
The graph to the right, shows the progression of ‘Mark’, a Key Stage 2 student.
After nine more months Mark was assessed again. This time his spelling age was only 2 months below his actual age, and his reading age was now 9 years and 10 months – his actual age was only 8 years and 4 months. His auditory comprehension was now much stronger and his reading comprehension was steadily improving.
Fourteen months later, Mark’s fifth assessment showed that although his spelling age was now 4 months below his age, his reading level was 2 years and 2 months above his age!