To what extent is the reliability of CAT results affected by children with dyslexia, dyscalculia or specific learning difficulties in regard to following multiple instructions?
One of the great benefits of the CAT is in the diagnostic use that can be made of the pupil’s profile of performance across the three batteries. For example, a specific language difficulty (such as “dyslexia”) might be manifested in a low score on the VR battery compared to the QR and NVR batteries. A specific arithmetic difficulty may show as an uneven profile with a low QR score relative to VR and NVR. In either case, it is appropriate to follow up the CAT results for such pupils with further one-to-one assessment. The CAT scores are likely to be the starting point for hypotheses and questions which will require further detailed investigation. However, it should be stressed that it is important to recognise the experience and skills that are presupposed in all children if the tests are to provide valid assessments. For example, The CAT Verbal battery presupposes that pupils have a ‘normal’ level of attainment in reading for their age. The actual reading demands are kept to a moderate
Related Questions
- To what extent is the reliability of CAT results affected by children with dyslexia, dyscalculia or specific learning difficulties in regard to following multiple instructions?
- Why is reliability lower for gifted children and children with learning difficulties than children in the standardisation sample?
- How does the school approach teaching children with dyslexia and associated learning difficulties?
