Question 1

What age can my child have a dyslexia assessment?

Accepted Answer

Diagnostic dyslexia assessments are available for children from the age of 8. Before arranging an assessment, developmental history, educational history and current concerns are reviewed to ensure that a full assessment is appropriate.

Question 2

How do I know whether an assessment may be appropriate for my child?

Accepted Answer

An assessment may be helpful when a child experiences persistent difficulties with reading, spelling, writing, attention, organisation or learning despite appropriate teaching and support. Concerns may have been raised by parents, teachers, a SENCO or another professional.

Question 3

Will my child receive a diagnosis?

Accepted Answer

Where appropriate, the assessment will establish whether your child's pattern of strengths and difficulties is consistent with a recognised specific learning difference such as dyslexia. If the evidence supports this, the findings will be clearly explained within the report together with recommendations for support.

Question 4

What information do you need before my child’s assessment?

Accepted Answer

Parents are asked to complete a detailed background questionnaire covering developmental history, educational history, strengths, difficulties and reasons for seeking an assessment. Previous reports, school information and details of support already provided can also be helpful.

Question 5

Do you need information from my child’s school or SENCO?

Accepted Answer

Where available, information from school or a SENCO is extremely valuable. School information helps build a fuller picture of how a child's strengths and difficulties present in the classroom and supports accurate assessment and recommendations.

Question 6

What happens during an assessment?

Accepted Answer

The assessment is carried out one-to-one and explores relevant aspects of literacy, language, learning and cognitive processing. The assessment is individualised and informed by the child's history, current needs and presentation. Professional observations are also considered alongside assessment findings.

Question 7

What if my child is nervous about the assessment?

Accepted Answer

It is completely normal for children to feel unsure about an assessment. Time is taken to build rapport, explain activities in an age-appropriate way and create a supportive environment. The assessment is not an exam and children are not expected to know every answer. Breaks can be taken when needed.

Question 8

What if my child has ADHD or other difficulties as well as possible dyslexia?

Accepted Answer

Many children experience difficulties across more than one area. Existing diagnoses or concerns relating to attention, concentration, executive functioning or other learning differences are considered as part of the wider learning profile and help inform interpretation of the assessment findings.

Question 9

What areas are explored during an assessment?

Accepted Answer

Assessment may explore reading accuracy, reading fluency, spelling, writing, literacy skills, language skills, phonological processing, memory, processing skills and other relevant areas depending on the individual profile and reason for referral.

Question 10

Can the report help my child receive support in school?

Accepted Answer

Yes. The report provides detailed information about your child's learning profile together with recommendations that can help inform discussions around support, interventions, teaching approaches and reasonable adjustments.

Question 11

Can assessments be completed online?

Accepted Answer

Yes. Assessments may be available online as well as face-to-face in Cambridge. Suitability for online assessment depends on the child's age, needs and individual circumstances.

Question 12

What happens after I receive my child’s report?

Accepted Answer

The report explains your child's strengths, difficulties, assessment findings and recommendations. Parents are welcome to ask questions after receiving the report, and the report can be shared with schools, SENCOs and other relevant professionals where appropriate.