Students aged 4:0 – 7:11
| Subtest | Level | Recommendations |
| Rhymes (phonological processing) | Very low (SAS <75) |
Phonological processing training is essential for this student – see page 27 of the Rapid manual for suitable activities and computer software. Without this, the student will find phonics work difficult and may develop an over-reliance on visual strategies in reading. Most students respond well to this, but the dyslexic student may have more persistent problems. In such cases, a well-structured multisensory approach incorporating plenty of practice in phonic skills is recommended – see page 29 of the Rapid manual for appropriate phonics schemes. |
| Below average (SAS 76-87) | Phonological processing training is recommended for this student – see page 27 of the Rapid manual for suitable activities and computer software. Without this, the student will find phonics work difficult and may develop an over-reliance on visual strategies in reading. Most students respond well to this, but the dyslexic student may have more persistent problems. In such cases, a well-structured multisensory approach incorporating plenty of practice in phonic skills is recommended – see page 29 of the Rapid manual for appropriate phonics schemes. | |
| Slightly below average (SAS 88-94) | It is suggested that phonological processing is regularly monitored for this student. Phonological processing training may be required – see page 27 of the Rapid manual for suitable activities and computer software. Without this, the student may find phonics work difficult and may develop an over-reliance on visual strategies in reading. Most students respond well to this, but the dyslexic student may have more persistent problems. In such cases, a well-structured multisensory approach incorporating plenty of practice in phonic skills is recommended – see page 29 of the Rapid manual for appropriate phonics schemes. | |
| Races (auditory sequential memory) | Very low (SAS <75) |
Auditory memory training is essential for this student – see page 28 of the Rapid manual for suitable activities and computer software. |
| Below average (SAS 76-87) | Auditory memory training is recommended for this student – see page 28 of the Rapid manual for suitable activities and computer software. | |
| Slightly below average (SAS 88-94) | It is suggested that auditory memory is regularly monitored for this student. Auditory memory training may be required – see page 28 of the Rapid manual for suitable activities and computer software. | |
| Crayons (visual-verbal integration memory) | Very low (SAS <75) |
Visual memory training is essential for this student – see pages 29-30 of the Rapid manual for suitable activities and computer software. Structured phonics work is also essential with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 29 of the Rapid manual for appropriate phonics schemes. |
| Below average (SAS 76-87) | Visual memory training is recommended for this student – see pages 29-30 of the Rapid manual for suitable activities and computer software. Structured phonics work is also recommended with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 29 of the Rapid manual for appropriate phonics schemes. | |
| Slightly below average (SAS 88-94) | It is suggested that visual memory is regularly monitored for this student. Visual memory training may be required– see pages 29-30 of the Rapid manual for suitable activities and computer software. Structured phonics work may also be required with ample practice (overlearning), using a multisensory approach, building on any auditory and kinaesthetic strengths – see page 29 of the Rapid manual for appropriate phonics schemes. |