No. 1 Assessing for dyslexia

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Assessing for dyslexia

Understanding and identifying dyslexia is challenging. The label has been used so extensively over the past few years that it now carries many different meanings, which can be confusing. However, we believe there is a place for using the label – to help parents, teachers and students to understand that they are dealing with a learning difference.

The main characteristics of dyslexia are weaknesses in spelling and reading. The focus is on whether reading and/or spelling have failed to develop (or have done so very incompletely) and whether this problem has persisted despite appropriate interventions. In a way, the severity and persistence of the problem are important defining characteristics.

There are several contradictory theoretical positions that suggest an explanation or a cause for the literacy difficulties demonstrated by some students. As all these positions have been supported by some research evidence it does not seem useful to worry unduly about theoretical positions. Our concern is to identify the individual student’s weaknesses and strengths and then devise appropriate intervention or support.

There is no universally accepted single test for dyslexia. There are several screening tests on the market, but they usually claim to indicate a likelihood of dyslexia, not a definite diagnosis.

What tests are used?

The Devon SpLD (Dyslexia) Service uses tests of:

Reading accuracy
Reading comprehension
Spelling
Writing
Phonological awareness
Alphabetic code knowledge
Cognitive processing

The service’s assessment process aims to identify needs and support the educational setting in addressing these needs. The Devon SpLD (Dyslexia) Service does not however, provide a full diagnostic assessment (i.e. a formal diagnosis).

A diagnostic assessment (privately commissioned) for dyslexia is the only way that dyslexia can be formally identified in the UK. This can be carried out by an educational psychologist (EP) or an appropriately qualified specialist teacher.

In most county services around the UK (including Devon), EPs and specialist teachers do not diagnose for dyslexia. Some counties offer full diagnostic assessments, but parents or schools are expected to pay for this service. The reason being that a specialist teacher assessment takes up to 4-5 hours to complete and a (time intensive) 25+ page report is generated as a result of the assessment. The diagnostic assessments are a costly £500+.

Please be aware that a diagnostic assessment (privately commissioned report), “where the centre has not been involved, cannot be used to award access arrangements and cannot be used to process an application using Access arrangements online.This would be where the assessor has not contacted the centre, has not established a working relationship with the centre, has not been approved by the head of centre and has not received as a minimum a ‘skeleton’ Part 1 of Form 8 from the SENCo.”

JCQ Access Arrangements and Reasonable Adjustments 7.3.6 (2024 – 2025)

During a Devon SpLD (Dyslexia) Service visit, one of our specialist teachers will use a range of assessments similar to those used in a private diagnostic assessment. The advisory report generated by the Service through this process will detail the student’s literacy and cognitive processing needs, and provide recommendations aimed at supporting the educational setting to meet the student’s needs.

Please see BDA (British Dyslexia Association) – www.bdadyslexia.org.uk/dyslexia for further information.