ࡱ> /1. {bjbj . 8%.99(aaa<<<%<<<<<aa>>><Xaa><>>>aTE=}|>0>>>H><<<X<<<<<<<<<<<<<<<< : Guidelines for oral assessments and dyslexic students (this information is also relevant for certain other conditions) It is well documented that students with dyslexia can have significant problems with phonological memory and word retrieval. This can result in problems holding complex oral information in short-term memory and retrieving familiar words, the frustrating experience of words being on the tip of the tongue. What is less well known is that it is not uncommon for students with dyslexia to have an accompanying Auditory Processing Disorder (APD). In fact APD can be a feature of many disorders including autism, learning disabilities, dyspraxia, Aspergers Syndrome, developmental and speech delay, and attention deficit disorder with or without hyperactivity (ADD or ADHD). Auditory Processing Disorder describes the inability to hold, sequence and process auditory information. An important distinction with this disorder is that hearing is rarely impaired the student is able to hear the sounds perfectly but cannot efficiently process the meaning of the sound. There is no relationship between intelligence and APD as the disorder reflects a problem with a specific auditory function rather than intellectual capacity. Another feature of the disorder is that it presents itself inconsistently. Obviously the effects can be exacerbated in an examination situation. Below are some guidelines of good practice for examiners assessing dyslexic students in an oral setting: 1. Ensure that the student is aware that it is their knowledge which is being assessed and not their speed of response. 2. Students should be informed that if they require questions to be repeated this will not go against them. 3. Speak clearly at a reasonable speed. Avoid talking quickly. 4. Uninterrupted thinking time is essential and should be encouraged. However, silences can feel awkward and exacerbate anxiety. If you sense this is happening it may be appropriate to interject and repeat or rephrase the question. 5. It is apparently more difficult to think if we look at a human face. The student may not have the confidence to look away while they process the information and formulate their response. The examiner, however, could avoid looking directly at the student, particularly when they are slow to respond. 6. Some students may benefit from being able to write down questions or key words on a note pad. This will help to reduce memory overload and could facilitate comprehension.      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