Specific Learning Disorder
Dyslexia, Dysgraphia & Dyscalculia
Educational Assessment
Millstream Psychology Psychological assessment for:
- Learning difficulties and cognition understanding.
- Learning Differences, including Specific Learning Disorder (SLD).
- Dyslexia, Dysgraphia and Dyscalculia.
- Giftedness.
- Intellectual Developmental Disorder (IDD).
Specific Learning Disorder (SLD)
In Australia, 2-3 children in each class experience learning difficulties. Learning difficulties and differences can impact how children learn, remember, understand & express information. Difficulties with reading & spelling are the most common, although they can occur in written expression, spoken language and mathematics. Specific Learning Disorders (SLDs) are related to Dyslexia, Dysgraphia and Dyscalculia.
Why Assess for SLD?
- Parents may have concerns about their child’s level and rate of academic progress comparable to their peers?
- Parents may be concerned with their child’s overall progress?
- Parents may wish to know if their child has a specific learning disorder that is affecting academic progress.
When to Assess for SLD?
- There is no set time as to when an assessment should occur.
- For most students, the earlier an assessment occurs, the better to allow for more targeted and individualised support as soon as possible.
- Assessment can occur for children in the early years of school, when they have been immersed in a structured learning environment, such as end of year one onwards.
Pre-Assessment Information
Under current diagnostic guidelines, it is essential for a student who is suspected of having a learning disorder to have received a period of intervention prior to undergoing the diagnosis process. This allows for an evaluation of how well they have responded to intervention and whether the nature of their learning difficulties is enduring and persistent.
This decision-making chart has been produced by DSF and AUSPELD to assist with understanding this assessment process.
Evidenced Remediation Programs
Millstream Paediatrics assesses when there is evidence of targeted and evidenced intervention with a qualified professional, such as:
- Teacher
- Speech Pathologist
- Occupational Therapist
- SPELD Foundation tutor
Reading & Spelling
- Sounds-Write
- Heggerty (modified)
- Heggerty-Bridge the Gap
- MultiLit
- Mini Lit
- PreLit
- MacqLit
- Alpha to Omega
Written Expression
- Talk for Writing
- Writing Matters
- The Writing Revolution
- Powerful Writing Strategies
- Writing Better
Mathematics
- Singapore Math
- Numicon (intervention)
- Number Worlds
- Illustrative Math (modified)
- Spring Math (modified or intervention)
- Origo Stepping Stones
- Maths U See
- Eureka Maths (modified or intervention)
- Delta Maths (tier 3)
- Pirate Math (Individual)
- Bridges Intervention
- Instructional Routines in Mathematics
Frequently Asked Questions
Dyslexia can be defined as a specific learning disability that is neurological in origin.
It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.*
When looking at identifying a specific learning disorder with impairment in reading (dyslexia), deficits in one or both of the following key academic areas are usually present:
• Inaccurate or slow and effortful word reading.
• Difficulty understanding the meaning of what is read.
These difficulties frequently result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
A specific learning disorder with impairment in written expression is a persistent difficulty with written expression, handwriting and/or spelling that may occur in isolation, but more often, occurs in conjunction with dyslexia.
It can be defined as a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent written expression and by poor spelling and handwriting skills. These ongoing delays in writing are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Deficits in one or both of the following key academic areas are usually present:
• Difficulties with spelling.
• Difficulties with written expression.
These difficulties frequently result from a combination of deficits in the phonological component of language as well as in orthographic processing, and in working memory.
A specific learning disorder with impairment in mathematics (dyscalculia) is an innate difficulty in learning and comprehending mathematics. Children who have a specific learning disorder with impairment in mathematics (dyscalculia) have trouble understanding numbers, learning how to manipulate numbers, learning mathematical facts, and a number of other related difficulties. Dyscalculia can be defined as a condition that affects the ability to acquire arithmetical skills. Learners with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they do so mechanically and without confidence. Deficits in one or both of the following key academic areas are usually present:
• Difficulties mastering number sense, number facts or calculation. • Difficulties with mathematical reasoning.
These difficulties frequently result from a combination of deficits in phonological memory, rapid naming, and working memory.
Yes, in the areas of phonological processing (comprising phonological awareness, phonological memory, and rapid automatised naming), orthographic processing, and/or working memory.
The presence of other developmental disorders such as developmental language disorder (DLD) or developmental coordination disorder (DCD) will contribute to the learning difficulties experienced by a student in the classroom. In addition, difficulties in attentional control and other aspects of executive functioning and/or processing speed may also help to explain a student’s academic underachievement. These difficulties may provide a better explanation for the challenges a student is experiencing or, in some cases, will occur alongside an identified SLD. Students with difficulties of any kind are likely to require targeted intervention as well as strategies and adjustments designed to meet their individual needs.
Pre-Assessment:
Initial parent-only consult $240 (60 min) or $290 (90 min).
- This appointment is to discuss and explore presenting concerns in detail with the aim to provide a service plan which may include assessment or treatment.
- There is no obligation to proceed with services after this time.
Assessment Process
- Session One – Cognitive Assessment
- Session Two – Achievement Assessment – Part One
- Session Three – Achievement Assessment – Part Two
- Teacher interview
- School report review
- Specialist report review
- Specialist liaison
- Differential diagnostic consideration
- Comprehensive report preparation
Post-Assessment:
- Feedback appointment
Educational Assessment
