Assessing Pupils with Specific Learning Difficulties for Examination Special Arrangements at GCSE, ‘A’ Level and Degree level

Summary This paper proposes an approach to requests for special arrangements in public examinations for pupils with specific learning difficulties or dyslexia. This approach takes measurements of reading and writing speeds, and spelling and reading ability into account. It reports on a large sample from one local authority and considers the issues of reading speed, reading comprehension levels, writing speed and spelling ability and the relationship of these abilities to formal examinations. It also discusses the sequential processing problem that distinguishes many students with specific learning difficulties from others. The effect of ‘negative marking’ on some students granted extra time is also discussed.