Vocabulary tests?

[SalVolatile]

Can anyone help with this www.mumsnet.com/Talk/1373/468752?ts=1201806566551&msgid=9471106 posted in wrong place?

No it's not the same thing - the BPVS is to do with speech and language testing usually ... is assesses their ability to communicate. Reading age is something that assesses fluency and comprehension and the tests usually used for this is NFER individual reading assessment - sometimes referred to as IRA. There are cross overs (Ed Psychs sometimes use them with a range of other tests to identify dyslexia) but generally speaking we use them to interpret different parts of development.

What is your DD underperforming in - reading or language? To me top end of the high average means that if every child in Year 1 were to take the same test she would score at the top end... Of course it could change in the future. It's not particularly significant unless they are concerned about speech and language

acthmt, are you an EP?

Erm no... but I work with quite a few ... wish I was they earn a heck of a lot more money

Best ot clarify that last statement ... it's not significant in its own right but in conjunction with other tests it builds up a picture of learning.

Also I am able to assess reading ages - teachers can ... i can also do initial tests for dyslexia but I'm not qualified to say categorically but my assessments helps the EP build up a picture of my students

Sorry! That was not meant to put you on the spot. You just seemed so knowledgeable! My apologies if I made you feel uncomfortable. Your advice to me (and other you have given) has been wonderful.

LOL it's ok ... it's best that GY know I'm not an EP and therefore not all knowing... but I do work with them quite closely... and also am familiar with the tests. I think you'll find EPs out there who are not 100% familiar with all the tests. In education there are grey areas especially where communication is involved. People assume that if a child can't spell it's categorically dyslexia and that can be dangerous as parents/teachers can make the mistake of trying to label before they get the whole picture ... like someone's health it's usually by a process of elimination that you come up with a programme of support.

acthmt, rather than mess up this lady's thread, would you mind popping back to mine whilst I post the latest I have just found out? Thank you if you do!

Thanks Acthmt, she's just gone from being very very curious and bubbly to struggling to get more than a few words down on paper (year1) and her handwriting (the school makes them do cursive script) is fairly poor. She is hypermobile and not very co-ordinated physically. She is stroppy and unco-operative most of the time and seems not to 'get' school IYSWIM. Her verbal vocabulary has always been amazing but we now seem to be going backwards.