Dyslexia
assessments
LOUISE HILLIARDyslexia Assessments for Adults and Students
Professional Dyslexia Assessments in Bristol & Bath
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What does dyslexia look like?
Dyslexia differs from person to person in terms of characteristics and severity but those with dyslexia often have difficulties in the following areas:
- Reading accuracy
- Spelling accuracy
- Reading speed
- Reading fluency
- Reading comprehension
- Structuring writing
- Written expression
- Grammar
- Punctuation
- Note taking
- Copying
- Working under pressure of time
- Following and remembering verbal instructions
- Giving clear verbal explanations
- Short-term memory
- Concentration
A definition of dyslexia
The Delphi definition of dyslexia:
- 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 and spelling fluency are a key marker of dyslexia.
- The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
- Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
- 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, orthographic skills and processing speed problems can contribute to the impact of dyslexia and therefore should be assessed.
- Dyslexia frequently co-occurs with one or more other developmental difficulty, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.
Source – Holden, C., Kirby, P., Snowling, M.J., Thompson, P.A. and Carroll, J.M. (2025). Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification. Dyslexia, 31(1). https://doi.org/10.1002/dys.1800
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Understanding The Assessment ProcessYour 3 Step Assessment Journey
A questionnaire is completed before the assessment to gather information about a client’s background, current situation, strengths, and challenges.
1
Questionnaire responses are discussed in some detail. Cognitive abilities and literacy skills are assessed. Feedback is provided at the end of the session, and it is usually possible to determine whether a client is dyslexic on the day of an assessment.
2
A comprehensive report is produced explaining the findings of the assessment including strengths, weaknesses, and diagnostic outcomes. The report includes detailed recommendations which are tailored to the individual.
3
Further information about dyslexia is available from the British Dyslexia Association.
