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Dyslexia Assessments for Children and Adults
Understanding dyslexia
What is dyslexia?
Dyslexia is a difference in the way the brain processes language. It affects reading, spelling and fluency, and often involves difficulties with recognising and working with sounds in words, short-term memory, and processing speed.
Dyslexia is not linked to intelligence — it affects people across all ability levels. It is genetic and neurological, meaning it is simply part of how some brains are wired. With the right support, people with dyslexia can thrive.
Many people with dyslexia also have real strengths — in creativity, problem-solving, and visual thinking. We think these are just as important to recognise as any difficulties.
When can a child be assessed?
Signs of dyslexia can appear from around age 4, but a formal assessment is recommended from age 7, once reading and writing skills have begun to develop. Early identification is important — it means the right support can be put in place sooner.
What does our assessment involve?
Before the assessment, we ask parents and school to complete short questionnaires. We also send a vision questionnaire to make sure that any visual difficulties are picked up. All of this information feeds into the assessment and report.
On the day, we use the latest assessment tools, in line with the new SASC 2024 definition of dyslexia. This includes assessing orthographic skills — a key part of the updated criteria for a dyslexia diagnosis.
We assess both children and adults. Sessions take place in person in Southfields, SW19, or online.
We make it a positive experience
We know that coming for an assessment can feel daunting — especially for children. We work hard to make sure every child feels relaxed, comfortable and encouraged throughout. Children leave us feeling happy and positive about themselves.
What you get
You'll receive a detailed report covering strengths and challenges, with clear recommendations for schools, families, and — where relevant — workplaces. For children, we also include a separate report written just for them, focusing on their strengths and the strategies that will help them succeed.
Early years:
- Sequencing difficulties e.g., coloured beads
- Jumbled phrases e.g., ‘cobbler’s club’ for ‘toddler’s club’
- Late speech development
- Difficulty remembering known objects e.g., table, chair
- Struggles to learn rhyme e.g., cat, mat pig, big
- Confusion between directional words
- Difficulties remembering names of known objects
- Enjoys being read to but shows little interest in letters or words
- Difficulties learning and, or clapping a simple rhyme
- Coordination difficulties: hopping, skipping, catching or throwing a ball
Primary aged children:
- Difficulties with reading or spelling
- Writes letters and numbers the wrong way round e.g., b/d
- Reads a word but will not recognise it further down on the page
- Spells words several different ways in one piece of writing
- Poor concentration for reading and spelling
- Difficulties with time and tense
- Sequencing difficulties e.g., days of week and months of the year
- Confuses left and right
- Has difficulty recognising sounds in words and poor sense of rhyme
- Poor standard of written work compared to oral ability
- Leaves letters out of words or writes them in the wrong order
- Problems processing language at speed
- Areas of strength in other subjects
- Poor confidence and self-esteem
- Difficulties following instructions
- Poor organisational skills
- Handwriting difficulties
Students aged 12 years and above:
- Continues to read inaccurately
- Difficulties spelling
- Instructions need to be repeated
- Confuses places, times and dates
- Poor organisational skills
- Difficulties planning, sequencing ideas and writing essays
- Difficulties processing complex language
- Difficulties taking notes or copying from a board
- Word finding difficulties.
- Students aged 12 years and above
Adults:
- Reading and writing letters
- Completing forms
- Following spoken instructions
- Following directions and reading maps
- Organisational skills
- Remembering appointments and messages
- Recording telephone numbers accurately
- Explaining information clearly to others
- Understanding instructions or manuals
- Orientation in a different environment
- Concentration for more than one hour.
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