Diagnostic Dyslexia Assessments
£500
About
Dyslexia assessments are the only way to achieve a formal diagnosis, with the final report providing a high standard of proof.
This type of assessment can qualify a child for additional support in school and may assist in the provision of examination accommodations such as extra time, a scribe or a reader.
If a specialist teacher with an assessment practising certificate (APC) diagnoses dyslexia, the report can be used when applying for Disability Student Allowance (DSA) in higher education.
There is no guarantee that dyslexia will be identified as the cause of the difficulties, but details and recommendations in the report will help inform the instruction that will most benefit the individual. Due to changing learning needs at different educational stages, recommendations may include further assessment to reflect these.
What does it involve?
A Diagnostic Dyslexia Assessment can be carried out with individuals who are 8 years old and above.
It involves a range of activities focusing on cognitive abilities, working memory, phonological awareness and literacy attainment in reading, spelling and handwriting. Background information from parents, school and the individual is collected beforehand.
Qualitative observations and results from these assessments are considered alongside the background contextual information to establish whether a person is dyslexic. A full assessment takes around 3 hours, and is usually carried out in one session with breaks.
A detailed report will identify strengths and needs and provide personalised recommendations for support. Where necessary, a report will also make suggestions for onward referral to other professionals.
Brief verbal feedback will be given after the assessment, with the opportunity for a longer discussion once the report has been received two weeks after the assessment date.
Why would you want a diagnostic dyslexia assessment?
An individual has struggled to learn to read, or to remember what they have read. They make persistent spelling mistakes and their written work does not represent their verbal abilities.
An individual is working below the expected standard for their age in reading, writing or spelling and it would be helpful to have strategies to support them.
You have discussed literacy difficulties with school teachers or a SENDCo, and additional intervention or support has not had the expected impact on attainment levels.
A dyslexia screener has identified that an individual has a moderate or high likelihood of having dyslexia.
