FAQS

 Dyslexia is a specific learning difficultythat primarily affects the skills involved in reading, spelling, and writing. Key features include:

• Difficulties with phonological awareness, verbal memory, and processing speed.
• Challenges  in reading fluency, comprehension, spelling, handwriting, note-taking, and  organisation.
• Effects vary from person to person and can occur across the full range of intellectual ability.

Dyslexia is best understood as a continuum rather than a distinct category. Some people may also experience challenges with motor coordination, attention, or language, but these are not diagnostic markers by themselves.

Dyslexia can affect many aspects of learning and day-to-day tasks, including:

• Reading fluency and comprehension – slower speed, lower accuracy, increased fatigue.
• Written  expression – spelling errors, inconsistent handwriting, difficulty organising text.
• Working memory and processing speed – challenges following multi-step instructions or retaining information.
• Organisation and planning – difficulty managing schoolwork, notes, or deadlines.
• Exam performance – may require extra time, a reader, or other support.

With the right support, strategies, and tools, these challenges can be significantly reduced.

A diagnostic assessment is useful for:

• Understanding the specific learning difficulties and strengths of an individual.
• Providing a formal report with personalised recommendations for home, school, university, or work.
• Supporting Access Arrangements in exams (extra time, reader, scribe, word processor, etc.).
• Applying for Disabled Students’ Allowance (DSA) at college/university.
• Identifying the best interventions, tools, and strategies to unlock potential and build confidence.

Video Case Study: Jo explains how her dyslexia diagnosis helped her gain confidence and improve academic performance:  https://youtu.be/CjgYozVAds4 

• Screeners: Quick online tools that flag potential signs of dyslexia but do not provide a diagnosis.
• Assessments: Formal evaluations using standardised tests, background history, and observation. Provide a detailed cognitive profile, practical recommendations, and support strategies.
• For more on the difference, see Jody Rees’ article: https://behindthesmileis.wordpress.com/2016/11/08/dyslexia-picking-the-right-assessment/

A full dyslexia assessment typically takes around 2 hours including breaks and includes:

• Standardised tests for reading, spelling, writing, handwriting, working memory, processing speed, and phonological awareness.
• Observation of learning behaviours and strategies.
• Background questionnaires covering learning history, health, and current support strategies.
• A written report providing a detailed cognitive profile and personalised recommendations for intervention and support.

The goal is not to pass or fail a test, but to understand individual strengths and difficulties and identify the most effective ways to support learning.

To ensure the assessment is accurate and productive:

• Rest well and have a light snack beforehand.
• Bring glasses, hearing aids, or any other assistive devices.
• Provide recent eye test results (within the past 2 years).
• Share school reports, previous assessments, or strategies that already work.
• For remote assessments, ensure a quiet, well-lit environment with a stable      internet connection.

• Children and adults, generally aged 8 to 85 years.
• Diagnosis lasts for life; there is no need for repeat assessment.
• Remote assessments allow flexible scheduling for clients across Kent.
• We are able to conduct academic assessments for children under 8 years old.

• Background questionnaires include hearing and vision history. 
• A recent hearing test is helpful but not mandatory. 
• To eliminate possible visual difficulties, an eye test must have been carried out within 2 years of the assessment.

• Yes. Diagnostic reports can guide workplace adjustments, training, and access to assistive technology.

• Face-to-face: assessor’s office, clients home, school, or workplace.
• Remote: via secure Zoom session.
• For children, a responsible adult must be nearby during the assessment.

• The report is confidential and GDPR-compliant.
• Parents receive the report for clients under 18. Adults receive their own copy.
• Clients may share the report with schools, universities, or workplaces to implement support or apply for DSA.

Yes. A diagnostic report assists in identifying JCQ-approved Access Arrangements such as:

• Extra time (usually 25%)
• Reader or scribe
• Word processor
• Rest breaks or prompts

The SENCO of schools or colleges must apply for access arrangements and may need to complete additional tests. Accommodations must reflect the learner’s normal way of working.

• Government funding for UK students with disabilities, including dyslexia.
• Covers specialist equipment, 1:1 support, and exam accommodations.
• Requires a Needs Assessment by a Specialist Assessor (remote or      face-to-face).
• Recommendations are provided in a written report aligned with DfES and SASC guidelines.

• Yes. Qualified assessors use secure, standardised procedures to ensure accurate results.

• Specialist tuition and learning strategies
• Assistive tools: reading rulers, text-to-speech software (https://shop.dyslexiauk.co.uk/)