Dyslexia Assessment Services

  • A dyslexia assessment is a detailed, one-to-one evaluation that helps identify how a person learns and processes information. It provides a clear picture of their strengths, learning profile, and areas of difficulty, allowing for personalised support and strategies.

    The final report can be used to support Access Arrangements and DSA applications.

    What the Assessment Involves:

    1. Background Questionnaires — Before the assessment, information is gathered about the learner’s development, education, and learning experiences. This information is used to support and inform the diagnosis process.

    2. Assessment Session (usually 3 hours long) — The assessment session uses standardised tests to assess areas of cognitive processing and literacy attainment (including reading, spelling and writing). This provides quantitative data for the assessor to analyse alongside the qualitative data from the questionnaires. Learners usually really enjoy these sessions.

    3. Detailed Report —After the assessment, the assessor analyses all the results to build a comprehensive learning profile.
      A detailed written report is provided, outlining:

      • Whether the learner meets the criteria for dyslexia

      • Strengths and weaknesses across cognitive abilities, language and reasoning skills, reading, writing, spelling, and if relevant maths or motor skills.

      • Their individual strengths and areas for development

      • Practical recommendations for home, school, or tuition

      • Suggested reasonable adjustments/Access Arrangements (for example, in exams or classroom support)

      • Onward referrals to other professionals if appropriate.

    4. Feedback Meeting — a 30 minute meeting to talk through results, the recommendations and next steps. The aim is to ensure families and learners feel understood, supported, and confident moving forward.

    Benefits:

    • Provides a diagnosis (if appropriate)

    • Explains your child’s unique learning profile

    • Unlocks support and accommodations

    • Reduces stress and frustration at home and school

    • Builds your child’s self-esteem

    Prices from £745

  • This assessment is specifically tailored for children aged 5-8. While it is generally premature to formally diagnose dyslexia at this early stage, the assessment provides meaningful insights into each child’s optimal learning methods. It is particularly suitable for young learners who may be experiencing unexpected challenges with aspects of learning, such as reading, writing, or information retention.

    I use a child-centred, playful and engaging approach to examine critical components of early learning, including memory, attention, processing speed, phonics and literacy development.

    Upon completion, you will receive a comprehensive and clearly structured report outlining the principal findings, an accessible summary of their implications, and individualised, actionable recommendations to support your child’s educational progress both at home and within the school environment.

    Prices from £395

  • Dyslexia screening offers an initial assessment of an individual's learning profile by identifying potential strengths and challenges. These tests can suggest the possibility of dyslexia. They serve as an accessible and practical preliminary step to determine if a learner requires further evaluation or additional support. While a diagnosis is not given at this stage, the individual may pursue a formal diagnosis after screening or begin targeted literacy and numeracy interventions.

    The screener report includes results and some recommendations. A 30 minute call to discuss the report is included in the price.

    This process offers a quick, supportive, and informative way to identify children who may be at risk of dyslexia — helping families take early, confident steps toward the right support.

    From £100

  • An Access Arrangements Report provides formal evidence to support a school’s application for exam access arrangements under the JCQ (Joint Council for Qualifications) regulations.

    It is carried out by a qualified specialist assessor, usually in partnership with the school’s SENCo, and focuses on how a student’s specific learning difficulty — such as dyslexia — affects their performance in timed exams. This evidence helps the school determine whether adjustments, such as extra time, are appropriate and can be approved by the exam boards.

    Unlike a full diagnostic dyslexia assessment, an Access Arrangements Report is focused specifically on exam support, not a formal diagnosis.

    Prices from £395

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FAQ

  • Dyslexia is a difference in the way the brain processes, stores and remembers information, which can affect how a person learns to read, spell, and write. It is a lifelong neurological condition. It is important to know that dyslexia is not linked to intelligence or effort — children and adults with dyslexia are just as capable and bright as anyone else - they simply learn in a different way and may need alternative strategies to help them succeed.

    Children with dyslexia often find reading and spelling more challenging, and may read more slowly or need extra time to process written words. The level of difficulty can vary from mild to more significant, and it can sometimes affect other areas too, such as reading comprehension, maths, organisation and learning additional languages.

    Dyslexia can also occur alongside other learning differences such as ADHD, dyscalculia, language difficulties, or developmental coordination disorder. Every child’s profile is unique, which is why understanding their individual strengths and challenges is so important.

    It’s equally important to celebrate the many strengths associated with dyslexia. People with dyslexia are often creative, imaginative, and big-picture thinkers who can make connections that others might miss. They may excel in problem-solving, visual or practical tasks, and are often empathetic, intuitive, and determined learners.

    With the right support, understanding, and encouragement, children with dyslexia can thrive — both in school and beyond.

    • Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.

    • In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.

    • Across languages and age groups, difficulties in reading fluency and spelling are a key marker of dyslexia.

    • Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.

    • The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.

    • Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.

    • The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.

    • Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.

    • Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

    Carroll, J. M., Holden, C., Kirby, P., Thompson, P. A., & Snowling, M. J. (2025). “Toward a consensus on dyslexia: findings from a Delphi study.” Journal of Child Psychology and Psychiatry.

  • Each dyslexic learner presents with an individual profile of strengths and challenges, and the indicators may vary significantly between individuals. Some students develop effective coping strategies, which can result in dyslexia-related difficulties only becoming noticeable in secondary school or later. Common indicators include:

    Slow or effortful reading – Reading may appear hesitant or fragmented, with frequent guesses, omissions, or misreading of words.

    Weak spelling and writing – Inconsistent spelling of the same word, reversal of letters (such as b/d), or written expression that does not reflect oral abilities.

    Difficulty remembering sequences – Challenges in recalling days of the week, multiplication tables, or step-by-step instructions.

    Challenges processing spoken information – Requires additional time to comprehend, follow, or repeat verbal instructions.

    Confusion with direction or order – Tendency to mix up left and right, or the sequence of letters and numbers.

    Difficulties with phonics and word sounds – Trouble with identifying, blending, or segmenting sounds within words.

    Organisational difficulties – Issues with forgetfulness, time management, or keeping track of tasks and personal belongings.

    Discrepancy between verbal ability and written output – Able to articulate ideas effectively when speaking yet struggles to translate thoughts into writing.

    Inconsistent performance – Demonstrates strong understanding in certain areas but experiences unexpected difficulty in others, which may fluctuate from day to day.

    Family history or early language delay – History of delayed speech development or family members with similar reading or spelling difficulties.

    Emotional wellbeing: In the absence of appropriate support, individuals might experience frustration, decreased self-confidence, or avoidance of activities requiring extensive reading and writing.

    If you observe these characteristics in your child, please arrange a complimentary Google Meet consultation to discuss potential next steps. It is important to note that a formal assessment is required to confirm dyslexia, as cognitive processing skills—including working memory, phonological processing, and processing speed—must be evaluated.

  • Full diagnostic assessments are available from the age of 8. I provide bespoke learning profiles for younger learners who are perhaps displaying some of the indicators of dyslexia or find certain aspects of learning more challenging.

  • Assessments should be conducted in a quiet environment free from distractions. Assessments usually take place at my home in Kew, but I am also happy to come to your home or school. I hold an enhanced DBS certificate and have extensive experience working with children.  

  • You will receive your written report within two weeks of the assessment session.

  • Your assessment report will include detailed recommendations for both home and school settings, specifically tailored to your child’s individual learning profile. Specialist tuition can also support your child’s achievement, self-esteem, and independence. I offer this service as part of my commitment to child-centred educational support.

  • Yes, we will need a school questionnaire to be completed prior to the assessment taking place. The report that follows the assessment will also contain recommendations for school that should be shared with your child’s SENCO.

  • It is required that both the family questionnaire and the school questionnaire be completed before the assessment. Background information plays a critical role in the diagnostic process. The school questionnaire should be completed by your school's SENCO.

    Additionally, an eye test must have been conducted within the last two years. The family questionnaire includes a visual difficulties screener, which must also be completed.

    Assessments cannot proceed without this information. For further details, please refer to the Terms and Conditions and Privacy Policy.

     

  • Dyslexia frequently appears alongside other learning differences, a phenomenon referred to as co-occurrence. Children with dyslexia may also experience challenges related to attention, memory, language, coordination, or organisation. Some commonly co-occurring conditions are ADHD (Attention Deficit Hyperactivity Disorder), DCD (Developmental Coordination Disorder, sometimes called dyspraxia), Developmental Language Disorder (DLD), and dyscalculia.

    These overlapping characteristics can add complexity to the learning process and contribute to each child’s individual learning profile. Understanding how these factors interact can help develop a comprehensive overview of a child's strengths and areas for development, informing tailored support strategies.

    If the assessor identifies any evidence of co-occurrence, they will refer the child to another professional as needed.