Dyslexia Tests and Assessments - Specialist Educational Services
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Welcome to Dyslexia Tests UK!
Mission
My mission is to provide an excellent assessment service, including a thorough report with personalised recommendations, to help you make informed decisions about your next steps. Assessments are conducted at 62 Grasmere Gardens BR6 8HF.
What You Will Receive
You will receive a detailed diagnostic report explaining your child's strengths and areas of need, together with practical recommendations for home and school. The report is designed to help you understand exactly what is causing the difficulties and what to do next. Reports are written in clear, accessible language, helping you understand not only the assessment result, but how those results affect learning in everyday classroom situations.
Following the assessment, the feedback call is often one of the most valuable parts of the assessment process. It allows parents to discuss the findings in depth, gain a clear understanding of their child's learning profile, and ask questions about recommendations for home and school.
Fees
The fee for a diagnostic assessment is £550 (£200 deposit is required to secure your booking, with the remainder payable on the day of assessment). An initial consultation, WhatsApp introduction and feedback call are all included in the fee.
Contact Us
Ready to take the next steps? Contact me today to learn more about my services and how I can help you achieve your goals. Call 07933648119, email karen@dyslexiatests.uk, or scroll down for more information. I look forward to hearing from you!
About Dyslexia Tests UK
I AM PASSIONATE ABOUT HELPING CHILDREN UNDERSTAND HOW THEY LEARN, RECOGNISE THEIR STRENGTHS AND OVERCOME BARRIERS TO LEARNING
Every child has the right to learn to read, to enjoy reading, and to read to learn.
I will look closely at all the component skills that underpin fluent reading, writing and spelling, and build a profile of strengt
I AM PASSIONATE ABOUT HELPING CHILDREN UNDERSTAND HOW THEY LEARN, RECOGNISE THEIR STRENGTHS AND OVERCOME BARRIERS TO LEARNING
Every child has the right to learn to read, to enjoy reading, and to read to learn.
I will look closely at all the component skills that underpin fluent reading, writing and spelling, and build a profile of strengths and weaknesses. This will allow you to prioritise the right areas and ensure that all your efforts are spent on the best next steps, not wasted repeating skills your child already knows well.
ONGOING SUPPORT
You may have further questions after the feedback session, or need some help raising your concerns with your child's school. With your permission, I will speak to your child's SENDCo to help find the best ways forward within their resources.
Helpful tips and ideas are included in the DOWNLOADS section, with more added on a regular basis. Email me at : karen@dyslexiatests.uk , I will be happy to help DYSLEXIA TESTS UK clients with specific advice, links to other useful sites, or additional resources.
About Me
I have been assessing and working with children, as well as engaging in educational research, for many years. I am able to offer assessments to diagnose Specific Learning Difficulties - Dyslexia, as well as maths difficulties.
Read about my research at:
https://discovery.ucl.ac.uk/id/eprint/10021618/
To read reviews about Dyslexia Tests UK
I have been assessing and working with children, as well as engaging in educational research, for many years. I am able to offer assessments to diagnose Specific Learning Difficulties - Dyslexia, as well as maths difficulties.
Read about my research at:
https://discovery.ucl.ac.uk/id/eprint/10021618/
To read reviews about Dyslexia Tests UK, please visit our 'Google my Business' page.
Qualifications and Experience
I am a qualified and experienced teacher, have led Early Years Foundation Stage and Key Stage 1, and have been a school SENDCo for more than 20 years. Currently I advise on SEND on a part-time basis.
In addition to my qualifications, I have extensive experience teaching literacy and maths from 3 to 11, and detailed knowledge and understan
I am a qualified and experienced teacher, have led Early Years Foundation Stage and Key Stage 1, and have been a school SENDCo for more than 20 years. Currently I advise on SEND on a part-time basis.
In addition to my qualifications, I have extensive experience teaching literacy and maths from 3 to 11, and detailed knowledge and understanding of the stages and processes involved in literacy and maths skills development, as well as the normal variation that might be expected at any given age.
I hold a current enhanced DBS Certificate.
Qualifications
EdD: Working Memory Specialism, including Vocabulary Development and Reading and Spelling Difficulties
MA Ed: Early Years Education, including Early Literacy and Oracy, Reading Development and Reading and Spelling Difficulties
PGCE: Primary Maths Specialism
BSc(Hons): Psychology and Teaching and Learning Mathematics
Specialist Assessor Qualifications
CCET: Certificate of Competence in Educational Testing
SpLD Diploma: Dyslexia and Other Learning Differences
PG Certificate in SEND: Dyslexia Professional Report Writing
Dyslexia Guild Assessment Practising Certificate
Memberships
Dyslexia Guild
PATOSS
British Dyslexia Association
British Psychological Society (Register of Qualifications in Test Use)
Help your Child to Fulfil their Potential with a SpLD - Dyslexia Assessment
REPORTS
A diagnostic assessment is about so much more than identifying whether dyslexia is present. It explores how a learner thinks, processes information and learns. By examining the interaction between cognitive skills, literacy attainment, educational history and day-to-day impact, it is possible to understand not only what the difficu
REPORTS
A diagnostic assessment is about so much more than identifying whether dyslexia is present. It explores how a learner thinks, processes information and learns. By examining the interaction between cognitive skills, literacy attainment, educational history and day-to-day impact, it is possible to understand not only what the difficulties are, but why they occur, how they affect the learner in practice, and and how best to support them.
Reports are written in clear, accessible language, combining detailed analysis with practical recommendations for home, school and examinations. Parents often tell me that for the first time, they understand not just what their child finds difficult, but why. Parents frequently comment that the assessment findings "make so much sense", helping them to understand how their child learns and why certain difficulties have persisted despite effort and support.
My reports provide the clarity that parents, schools and young people themselves need to move forward with confidence.
Identify and Remove Barriers to Learning with a Diagnostic Assessment
WHAT IS DYSLEXIA?
The Delphi Consensus Definition of Dyslexia
Dyslexia is a learning difficulty that primarily affects the development of accurate and fluent reading and spelling skills. It exists across a continuum of severity and is characterised by difficulties with word reading, decoding and spelling that are unexpected in relation to a
WHAT IS DYSLEXIA?
The Delphi Consensus Definition of Dyslexia
Dyslexia is a learning difficulty that primarily affects the development of accurate and fluent reading and spelling skills. It exists across a continuum of severity and is characterised by difficulties with word reading, decoding and spelling that are unexpected in relation to a person's age, educational opportunities and other abilities.
These difficulties often arise from weaknesses in phonological processing and may occur alongside challenges in areas such as working memory, processing speed or written expression.
SPECIALIST ASSESSOR or EDUCATIONAL PSYCHOLOGIST?
A diagnosis of dyslexia and co-occurring difficulties is equally valid, whether the diagnostic decision is made by a Specialist Assessor or an Educational Psychologist. One isn't better than the other, but may be more suitable, depending on individual circumstances.
A specialist assessor has highly specialised qualifications in assessing
A diagnosis of dyslexia and co-occurring difficulties is equally valid, whether the diagnostic decision is made by a Specialist Assessor or an Educational Psychologist. One isn't better than the other, but may be more suitable, depending on individual circumstances.
A specialist assessor has highly specialised qualifications in assessing and teaching children with dyslexia and other SpLDs, and their professional opinions in this area are highly regarded. They have agreed to be bound by SASC guidelines, and reports they produce will follow an agreed format. This ensures that professional diagnoses are consistent, and of high quality.
An Educational Psychologist has a different set of skills, and is highly experienced in diagnosing and making recommendations for a wider range of difficulties.
THE ASSESSMENT PROCESS
RECOMMENDATIONS: The Best Next Steps
Initial Consultation
Are you ready to find out how your child learns best? Use the Contact Form or call 07933648119 to talk about next steps.
I will provide questionnaires and checklists to capture background information. I will guide you through the process step by step. There will also be a video WhatsApp call for introductions.
Assessment
Initial Consultation
Are you ready to find out how your child learns best? Use the Contact Form or call 07933648119 to talk about next steps.
I will provide questionnaires and checklists to capture background information. I will guide you through the process step by step. There will also be a video WhatsApp call for introductions.
Assessment Day
Remember to pack snacks and drinks, leave in good time so you don't feel rushed, and leave your child in my good hands for the assessment session.
The assessment may take up to 3 1/2 hours. I will provide updates during the session if necessary so you know exactly when we will be finishing.
Individual assessment tasks are short and varied, to reduce fatigue in any one area. Your child may take short movement breaks, and the process is dynamic and interactive, so your child remains engaged.
Comprehensive Report
My reports are extraordinarily detailed, yet easy to read and understand. Difficulties identified are addressed by helpful recommendations.
Feedback Meeting and Next Steps
I offer a feedback call after you have read the report to go through the findings and make sure you have a clear understanding of your child's strengths, areas of difficulty, and the best next steps.
RECOMMENDATIONS: The Best Next Steps
RECOMMENDATIONS: The Best Next Steps
Dyslexic children have a processing difference which makes it difficult for them to move beyond the acquisition of a new skill to fluency and mastery.
This means that the learning objectives in classroom lessons may be too broad and the steps between them too wide for children with dyslexia, dyscalculia or maths difficulties to make progr
Dyslexic children have a processing difference which makes it difficult for them to move beyond the acquisition of a new skill to fluency and mastery.
This means that the learning objectives in classroom lessons may be too broad and the steps between them too wide for children with dyslexia, dyscalculia or maths difficulties to make progress.
A diagnostic assessment for dyslexia and co-occurring difficulties will thoroughly analyse your child's processing skills so that recommendations are realistic, and the targets identified will have the greatest impact.
AFTER THE ASSESSMENT
CO-OCCURRING DIFFICULTIES
FEEDBACK
When you receive your report you may feel that there is a lot to take in, and you may have more questions. A feedback call ensures that all your questions are answered.
Additional calls may be arranged within three months of the assessment, and we will always be happy to provide advice and support to our clients.
WILL I NEED TO OB
FEEDBACK
When you receive your report you may feel that there is a lot to take in, and you may have more questions. A feedback call ensures that all your questions are answered.
Additional calls may be arranged within three months of the assessment, and we will always be happy to provide advice and support to our clients.
WILL I NEED TO OBTAIN ANOTHER ASSESSMENT IN THE FUTURE?
A diagnostic assessment, carried out by a specialist assessor with a current Assessment Practising Certificate, is an important documentary record, and will not expire. Therefore, you will not need to obtain additional evidence of an SpLD.
It will be necessary to review your child's needs regularly to ensure that they are receiving the right support, and this should be discussed with your child's school SENDCo. Schools should review interventions termly, and you should be invited to contribute, and informed of decisions.
WHAT HAPPENS IF THE ASSESSMENT DOESN'T IDENTIFY DYSLEXIA OR CO-OCCURRING DIFFICULTIES?
There are strict diagnostic criteria to be met before a child is identified with SpLD: dyslexia, or other difficulties, and a diagnostic decision is a carefully considered judgement, reached after the assessment results have been fully analysed.
It may be that your child's profile doesn't meet these criteria. SpLDs aren't the only causes of difficulties with learning, and the assessment will still provide a useful profile of strengths and weaknesses, as well as relevant targets for improvement.
If necessary, the recommendations may include a referral to other professional services, for example Speech and Language Therapy or Occupational Therapy.
CO-OCCURRING DIFFICULTIES
CO-OCCURRING DIFFICULTIES
CO-OCCURRING DIFFICULTIES
You may have heard the term neurodiversity used to describe learning differences. It just means that there is a processing difference that impacts on the way children learn.
The actual seat of the processing difference may vary between individuals and may affect the following areas to a greater or lesser extent:
Reading
Spelling
Writing
Listen
You may have heard the term neurodiversity used to describe learning differences. It just means that there is a processing difference that impacts on the way children learn.
The actual seat of the processing difference may vary between individuals and may affect the following areas to a greater or lesser extent:
Reading
Spelling
Writing
Listening
Spatial / Temporal
Memory
Maths
Motor Control
Development in these areas is very much interlinked, so problems in one area impact on the others, which is why it is rare to see just one area of difficulty. It is much more common for a child to have several overlapping areas of difficulty.
If children have have a processing difference which affects more than one area of learning, their support needs to be tailored accordingly.
A full diagnostic assessment includes a detailed examination of the different cognitive areas, so you can plan the very best support for your child.
For further reading in this area, see: