What is a dyslexia test? This is the most common question I get asked on a day to day basis…
My role as an assessor is essentially to piece together the evidence. This evidence includes background information on health and development, linguistic and educational history, a person’s own perception of their difficulties as well as the view of parents/guardians, teachers and other professionals. Gathering this information is one of the most important aspects of assessment and I often think it’s a bit like being a detective!
The next piece of the puzzle is to complete the tests/assessments. At Hull Dyslexia we follow the guidelines issued by the SpLD Assessment Standards Committee (SASC). SASC aims to encourage best practice and their website (www.sasc.org.uk) is where you can check if an assessor has an Assessment Practising Certificate (APC). An APC demonstrates that an assessor has successfully completed a rigorous process where their diagnostic reports have been verified by an approved awarding body such as PATOSS (www.patoss-dyslexia.org), BDA (www.bdadyslexia.org.uk ) or Dyslexia Action (dyslexiaaction.org.uk ). I would urge anyone seeking an assessment to make sure the assessor you choose has an up to date APC.
There isn’t one test that can identify dyslexia. Specific Learning Differences (SpLDs) such as dyslexia are complex and require an assessor to evaluate several different areas. The areas which we need to evaluate can be split into two categories: cognition and attainment. It’s important to build up a profile of both areas and identify strengths as well as weaknesses.
Cognition refers to intellectual functions and processes. These functions and processes include attention, memory and working memory, reasoning, problem solving and decision making. In an assessment it essential to test verbal (vocabulary) and non-verbal (problem-solving) ability, working memory (ability to retain and manipulate information), phonological processing (including retaining and manipulating sounds) and processing speed (ability to perform tasks accurately and fluently). Tests of attainment should assess reading (single word and prose), spelling and writing and, as appropriate, maths.
An assessor may also consider visual discomfort, motor difficulties and attention related difficulties but, unless appropriately qualified, should not diagnose specific difficulties relating to these areas. An assessor must work within the remit of their expertise and make recommendations for referral to a specialist medical practioner for further assessment.
Then, the assessor must piece the results of the assessment and the background information together, write a report and reach a conclusion or diagnostic decision. At Hull Dyslexia Assessments our aim is to make our reports clear and concise. Reports do have to contain quite a lot of technical jargon as evidence, but we offer verbal feedback as standard and are always available for a chat. The most important part of a report, in my opinion, are the access arrangements, recommendations for teaching and future support. These are what will ‘level the playing field’ and give all people the same chance to reach their potential and achieve success. For information about fees please click here