Child Assessment

From the age of approximately 6-7yrs a dyslexic profile can be identified. The assessment will take around 2 hours; however the tasks are short, varied and interesting enough to ensure a generally enjoyable experience. A range of cognitive ability and attainment tasks are delivered to ensure a detailed investigation. The diagnosis and completed report meets the requirements set out by the DfES Working Group which requires the assessor to hold a current Practising Certificate issued by one of the professional bodies – British Psychological Society, PATOSS or Dyslexia Action.

Indicators of Dyslexia for a child (British Dyslexia Association)

If a child has several of these indicators, further investigation should be made. The child may be dyslexic, or there may be other reasons. This is not a checklist.

1. Persisting factors.

There are many persisting factors in dyslexia, which can appear from an early age. They will still be noticeable when the dyslexic child leaves school.

These include:

Obvious ‘good’ and ‘bad’ days, for no apparent reason,
Confusion between directional words, e.g. up/down, in/out,
Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers,
A family history of dyslexia/reading difficulties.

2. Pre-school.

Has persistent jumbled phrases, e.g. ‘cobbler’s club’ for ‘toddler’s club’
Use of substitute words e.g. ‘lampshade’ for ‘lamppost’.
Inability to remember the label for known objects, e.g. ‘table, chair’.
Difficulty learning nursery rhymes and rhyming words, e.g. ‘cat, mat, sat’.
Later than expected speech development.

Pre-school non-language indicators.

May have walked early but did not crawl – was a ‘bottom shuffler’ or ‘tummy wriggler’.
Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet.
Enjoys being read to but shows no interest in letters or words.
Is often accused of not listening or paying attention.
Excessive tripping, bumping into things and falling over.
Difficulty with catching, kicking or throwing a ball; with hopping and/or skipping.
Difficulty with clapping a simple rhythm.

3. Primary school age.

Has particular difficulty with reading and spelling.
Puts letters and figures the wrong way round.
Has difficulty remembering tables, alphabet, formulae etc.
Leaves letters out of words or puts them in the wrong order.
Still occasionally confuses ‘b’ and ‘d’ and words such as ‘no/on’.
Still needs to use fingers or marks on paper to make simple calculations.
Poor concentration.
Has problems understanding what he/she has read.
Takes longer than average to do written work.
Problems processing language at speed.

Primary school age non-language indicators:

Has difficulty with tying shoe laces, tie, dressing.
Has difficulty telling left from right, order of days of the week, months of the year etc.
Surprises you because in other ways he/she is bright and alert.
Has a poor sense of direction and still confuses left and right.
Lacks confidence and has a poor self image.