01 NRDC Dyslexia 1-88 update - Texthelp

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Research Report
Appendix 5
Referral items in ‘screening’ checklists
Note These items may fall into three groups, which are seldom adequately
distinguished: those differentiating between competent and poor readers, those
differentiating between people with and without learning disabilities and those
differentiating between dyslexics and ordinary poor readers.
Checklist item
US National Adult
Literacy and Learning
Disabilities Center (2002)
Vinegrad (1994)
Ott (1997)
Direct Learning (2002)
Adult Dyslexia
Organisation (2002)
British Dyslexia Association
Dyslexia Institute (2002)
Everatt & Smyth (2002)
1 Performs similar tasks differently • •
from day to day
2 Can read well but not write well, or write •
well but not read well
3 Can learn information presented in one •
way, but not in another
4 Has a short attention span, is impulsive •
and/or easily distracted
5 Has difficulty telling or understanding •
jokes
6 Misinterprets language, has poor •
comprehension of what is said
7Has difficulty with social skills, may
misinterpret social cues
•
8 Finds it difficult to memorise information • • • • • • •
9 Has difficulty in following a schedule, • • • • • • • •
being on time, or meeting deadlines
10 Gets lost easily, either driving and/or in •
large buildings
11 Has trouble reading maps • • • • • • •
12 Often misreads or miscopies • • •
13 Confuses similar letters or numbers, • • • • • •
reverses them, or confuses their order
14 Has difficulty in reading the newspaper, • •
following small print and/or following
columns
15 Can explain things orally, but not in writing •
16 Has difficulty in writing ideas on paper •
17Reverses or omits letters, words, or • •
phrases when writing
18 Has difficulty completing forms correctly • • • • • • • •