dd2- struggled through lower school- left at end of year 4 with level 2s in english and maths, having made no progress from year 2.
started middle school in year 5- every book she had was marked with red ink "keep up"- "not finished". speaking to school yielded no results at all.basically implied that i must not assume she is bright, just because her older sister is.
got an ed psych report £450- which showed that she was dyslexic- poor working memory, processing, reading age of 8 but was assessed as more than 16 years of age for reasoning etc. took this to school, told that there was nothing they would offer, private assessment, no reading recovery scheme because they felt she had a reading age of 10.
removed her to a private school for a year which helped a bit (caught up with reading a bit) but was diasterous in every other regard. moved her back to middle school for year 8.
year 9- move to upper school- took ed psych report- very encouraging- extra help offered- lessons to help her make the best of the extra time she is allowed. conversation that ed psych report needed to be updated for gcse but this would be done in house.
found out end of last week that dd was really upset that she wasnt doing well in her controlled assessments. asked her about strategies for using extra time, when she told me she wasnt given any.
went back to school to be told that she isnt allowed any extra time but will be allowed to use coloured paper.
am i being unreasonable to just want to put my head on the desk and weep? if the sum total of her education to date is for her not to be able to access a level playing field for the final assessments shall i just bloody remove her from the entire system? what is the point?
There are three kinds of reading test for exam access arrangements: accuracy (single word reading), comprehension, and speed. The last must be a timed test of reading continuous text. Below average scores, 84or lower, in any one of these might qualify candidate for a reader, and would almost certainly qualify for extra time.
And, as flappingandflying says, writing speed and processing speed are also areas where below average scores could be taken into account.
There also has to be evidence from the school of "need" - subject teachers saying (in writing) how the candidate works slowly in class, uses extra time if given etc.
extra time is awarded when speed of processing is below average (reading speed, writing speed, or speed of cognitive processing) so you wouldn't get it with an untimed single word reading test (although that would give you a reader).
No. Single word reading is just that. The Access reading test or the edinburgh reading test would be used to test comprehension in timed conditions. Frankley if they finish in the given time then it's hard to justify extra time.