**15. Child H—achievement test scores (February 2021)**

Overall, while Child H's school reports indicated that he had made steady progress at school, response to intervention assessment provided evidence that difficulties with reading, spelling and rate of work were still evident, as well as classification of Child H's difficulties as linked to dyslexia. Firm classification could be made on the evidence that Child H had made good progress with reading comprehension but was still scoring well below age level on word reading, with continuing weakness in phonological and phonemic skills, as well as spelling. Rapid word recognition was also still below average.

As these areas of weakness were associated with difficulties with reading, spelling and rate of work which were ongoing as well as resistant to treatment, concessions at high school for reading, spelling and rate of work would be necessary. Ongoing


#### **Table 8.**

*Child H: Achievement test scores (February 2021).*

treatment of the areas of weakness in the profile would also be necessary, using methods which used Child H's high levels of spatial ability to address the continuing areas of phonological and phonemic weakness, as well as the continuing difficulties with rapid naming and coding.
