Providing Dyslexia Assessments for Children 

As the only way to properly identify dyslexia, a dyslexia assessment is a must if you suspect your child has difficulties in reading, writing and spelling. If discovered early, the assessment truly makes a difference to a child’s education, as interventions may be provided in the classroom and in examinations as a result. As a fully qualified assessor, I provide a full diagnostic assessment for young persons from the age of 7 to 18, also I am available to assess for Access Arrangements for schools.  

Choose an Assessment

I currently provide the following assessments throughout the area. 

Dyslexia - Full Diagnostic Assessment for Children (Aged 7 - 18)

This assessment may take 3 to 4 hours, depending on your child and their normal practice of working. This assessment takes place in the child's home and is completed in one or two sessions. This is the first step to discovering whether a specific learning difficulty exists or not. Prior to the assessment the parent and / or the school complete a questionnaire, to give background information regarding the learners history.  This ensures that testing remains focussed on the concerns that are raised for the learner. 

 

The asssessment will include:-

  • Cognitve abilities - underlying ability, short-term and working memory, phonological processing, visual processing speed
  • Literacy - timed and untimed single-word reading, non-word reading, reading and listening comprehension, spelling
  • Motor skills - visual and motor integration abilities, handwriting and fine motor skills
  • Numeracy - mathematical skills

Once completed, a full written report will be issued within two weeks. These reports are based on the SpLD Assessment Standards Committee (SASC) guidance. They offer the results and conclusions of the assessments together with recommended strategies for the classroom

Assessments for Exam Access Arrangements

Assessments are carried out to discover whether a pupil is eligible for access arrangements. This includes extra time, reading assistance, or a scribe. Pupils have a right to complete exams in a manner which reflects their normal ability in a classroom, so that they are not disadvantaged in any way. Their school needs to be involved, and they must support any application for exam access, as they are ultimately involved in providing support.

What is Dyslexia?

There are many definitions of dyslexia, the one most widely used, is the one given by Jim Rose (2009); -

 

‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.’

 

Dyslexia is a condition which tends to run in families and which impacts on learning as soon as a child starts school. It is a lifelong problem which can impact on reading and writing and is independent of intelligence. All dyslexics are unique and have traits which are individual to them.

Dyslexic traits

Writing

  • Slow or reluctant to write
  • Written work is poor compared with oral word
  • Confused by letters which look similar
  • Untidy handwriting often with several attempts at words and many crossings out.
  • Poorly set out work on the page, e.g., does not stay by the margin.
  • Spells a word several different ways
  • Inappropriate spelling for age and general ability, e.g., letter omissions/additions/transpositions, bizarre spellings.

Reading

  • Problems learning the names and sounds of letters
  • Fails to recognise familiar words
  • Has difficulty reading aloud
  • Misses out or adds words when reading
  • Difficulty blending and segmenting words
  • Makes anagrams of words
  • Is not a fluent or accurate reader
  • Poor understanding of what they have just read

Concentration

  • Difficulty following instructions

  • Seems ‘dreamy’ and does not listen

  • Easily distracted during lessons

  • Is often extremely tired after a day at school

  • Avoids doing work

Numeracy

  • Confusion with place value or symbols in maths

  • Difficulty learning to tell the time

  • Difficulty learning times tables

CONTACT ME FOR INFORMATION ABOUT AssESSMENTS OF DYSLEXIA IN CHILDREN.