Quality dyslexia assessment, tuition and staff-training
Supporting students with dyslexia and other SpLD to reach their true potential
About RP Dyslexia Services
Ruth Pierce
Services offered
Services offered
I am a fully qualified teacher with over 20 years' teaching experience. I am an assessor of students with dyslexia and other Specific Learning difficulties.
My qualifications include:
- OCR Level 7 Diploma in Teaching and Assessing Learners with Specific Learning Difficulties/Dyslexia
- OCR Level 5 Diploma in Teaching Learners with Specific Le
I am a fully qualified teacher with over 20 years' teaching experience. I am an assessor of students with dyslexia and other Specific Learning difficulties.
My qualifications include:
- OCR Level 7 Diploma in Teaching and Assessing Learners with Specific Learning Difficulties/Dyslexia
- OCR Level 5 Diploma in Teaching Learners with Specific Learning Difficulties/Dyslexia
- Qualified Teaching Status
- PGCE in Secondary Education
Full member of PATOSS (Professional Association of Teachers of Students with Specific Learning Difficulties SpLD)
I hold an enhanced DBS check
Services offered
Services offered
Services offered
- Full diagnostic assessments for both primary and secondary-aged students.
- Examination access arrangements assessments for schools and colleges.
- 1:1 tuition for primary and secondary aged students following a personalised, multisensory programme.
- Study skills support.
- Bespoke training for teaching staff on supporting learners with SpLD
Services
Full Diagnostic Assessments
A full diagnostic assessment takes between 2.5 - 3 hours to complete and is carried out to see if the student has a specific learning difficulty and can give a formal identification of dyslexia.
The formal assessment will include various standardised tests to assess:
- General Underlying Ability - visual and verbal ability
- Cognitive skills - verbal memory, visual processing speed, phonological awareness and phonological processing speed
- Attainment- reading accuracy, fluency and comprehension, spelling, rate of writing, phonics skills, handwriting and sequencing skills.
Prior to completing an assessment, there will be an initial telephone consultation. I will ask you to complete a parents' questionnaire and also forward a questionnaire for the school to complete.
A full, detailed report will be completed which will include the outcomes of the assessment and will make a formal identification of dyslexia if applicable. It will give a profile of the student's strengths and weaknesses as well as make recommendations and offer strategies to support their learning. Where relevant it may suggest referrals to other professionals such as occupational therapists, optometrists and speech and language therapists.
Examination Access Arrangements
A School/ College based service
I am a specialist assessor with an OCR Level 7 Diploma in assessing and teaching learners with SpLD (with over 100 hours relating to individual specialist assessment). This allows me to complete Section C of JCQ Form 8 with schools and colleges that I have an established working relationship*.
As stated in the JCQ regulations, Section A of Form 8 needs to be completed by the SENCo prior to the assessments being completed. This will determine which standardised assessments need to be completed. In line with the JCQ regulations the examination access arrangements need to reflect the student's normal way of working and this needs to be evidenced in Section A.
Section B of Form 8 must be completed by the SENCo after the assessments have been completed. I will be able to discuss appropriate arrangements with the SENCo.
As required by JCQ regulations I can provide hard or electronic copies of my Assessor's certificates.
I am a Full Member of the Professional Body, PATOSS and am fully insured. I have a current
Enhanced DBS check. I have completed current CPD on JCQ regulations.
1:1 tuition
Who can benefit from specialist tuition?
What is involved in tutoring students with dyslexia/literacy needs?
Who can benefit from specialist tuition?
1:1 tuition has been proven to be one of the most effective ways to benefit individuals who have literacy, language and numeracy-type difficulties and particularly those with dyslexia.
The tuition aims to build both confidence, self-esteem and attainment.
I have extensive experience of teaching students with a range of learning needs, particularly those with dyslexia, dyscalculia, dyspraxia and ADHD.
Do any of the following sound familiar?
- Difficulty with reading accurately and fluently
- Struggles with reading comprehension
- Issues with spelling
- Difficulty with handwriting
- Avoids tasks involving reading or writing
- Difficulty grasping phonics
- Finds it hard to organise themselves or remember things
- Low self-esteem
- Problems dealing with numbers and common sequences
Focused 1:1 tuition which explicitly teaches skills can help students struggling with problems like these listed above.
Where can tuition take place?
What is involved in tutoring students with dyslexia/literacy needs?
Who can benefit from specialist tuition?
- I am able to offer 1:1 tuition at my home in Dulwich. Please contact me to find out about available time slots.
- You may be able to take your child out of school for tuition if this is agreed with the school. This is classed as an 'approved educational activity' which will not affect attendance figures.
- I can also discuss with you the possibility of offering tutoring at school.
What is involved in tutoring students with dyslexia/literacy needs?
What is involved in tutoring students with dyslexia/literacy needs?
What is involved in tutoring students with dyslexia/literacy needs?
An individualised, structured programme will be put in place to build on the student's strengths and address areas of weakness. The individual programmes will be:
- Cumulative and structured - this builds for success and avoids gaps in a learners' knowledge, skills and understanding.
- Multisensory - individuals learn better if they are taught using more than one sense (visual, auditory, kinaesthetic and tactile)
- Phonics-based - learners are explicitly taught the rules either using synthetic phonics (letter-sound correspondence) or analytic phonics (recognise whole words and use these to identify letter-sound)
- Opportunities for overlearning - to ensure that knowledge is secure before moving forwards.
- Use metacognition - get the student to understand how they learn and know how to apply their skills
- Games-based learning - this helps recall, overlearning and motivates students
- Assistive technology -to help students overcome their barriers