Dyslexia Assessments & Executive Function Skills Support
- Dyslexia Assessments (Children & Adults)
- ADHD Identification Assessments (16+)
- Executive Function & Learning Skills Coaching
Call 07933648119
REMOVING BARRIERS TO LEARNING
My Approach
A diagnostic assessment should do more than provide a label. My aim is to help families understand how their child learns, identify the reasons behind their difficulties and provide practical ways forward.
Dyslexia assessments explore literacy skills and the underlying processes that may affect reading, spelling and writing.
With over 30 years' experience in educational assessment, psychology and teaching, my approach is informed by specialist assessment training, educational research, and many years working directly with children and young people in schools.
What You Will Receive
Every assessment is carried out personally by me, from your initial enquiry through to feedback and recommendations, ensuring a consistent, supportive and individualised service throughout.
My work brings together the perspectives of teacher, researcher and specialist assessor, helping individuals and families gain a clear understanding of both strengths and areas of difficulty
You will receive a detailed diagnostic report outlining your child's strengths, areas of difficulty and learning profile. It will include clear, practical recommendations for home and school.
Reports are written in clear, accessible language so that families can understand the findings, their impact on everyday learning and the most appropriate next steps.
A feedback call is included. This gives you the opportunity to talk through the findings, ask questions and gain a clear understanding of the recommendations.
Where executive function difficulties are also affecting learning or everyday life, coaching may help develop practical skills such as organisation, planning, time management, emotional regulation, confidence and independence.
Fees
The fee for a diagnostic assessment for dyslexia is £550. To secure your booking, a non-refundable deposit of £200 is required, with the remaining balance payable on the day of the assessment. This fee encompasses an initial consultation, a WhatsApp introduction, and a feedback call.
Contact Us
Contact me today. Call 07933648119, email karen@dyslexiatests.uk, or scroll down for additional information. I look forward to hearing from you!
About Dyslexia Tests UK
Qualifications and Experience
My Approach
UNDERSTANDING HOW CHILDREN LEARN
Every child has the right to learn to read, to enjoy reading, and to read to learn. I will closely examine all the skills that support fluent reading, writing, and spelling. By building a profile of strengths and weaknesses, we can prioritise the right areas for development, ensuring your efforts are spent
UNDERSTANDING HOW CHILDREN LEARN
Every child has the right to learn to read, to enjoy reading, and to read to learn. I will closely examine all the skills that support fluent reading, writing, and spelling. By building a profile of strengths and weaknesses, we can prioritise the right areas for development, ensuring your efforts are spent effectively to address any gaps rather than repeating skills your child already knows.
ONGOING SUPPORT
If you have further questions after the feedback session or need guidance on how to raise concerns with your child's school regarding their learning differences, I am here to help. With your permission, I can collaborate with your child's SENDCo to find the best pathways forward using their resources. Email me at: karen@dyslexiatests.uk. I am happy to assist DYSLEXIA TESTS UK clients with specific advice, links to other useful sites, or additional resources.
My Approach
Qualifications and Experience
My Approach
Every child is different. Some children may find reading difficult, while others struggle with spelling, writing, memory, organisation, executive function skills, or lack of confidence. Executive function difficulties are common in children with ADHD, dyslexia and other neurodiverse learning profiles.
When conducting diagnostic assessments
Every child is different. Some children may find reading difficult, while others struggle with spelling, writing, memory, organisation, executive function skills, or lack of confidence. Executive function difficulties are common in children with ADHD, dyslexia and other neurodiverse learning profiles.
When conducting diagnostic assessments, I consider the entire learning profile to identify factors that may aid or hinder progress. I believe parents should leave with answers rather than more questions.
Families deserve clear explanations, honest responses, and practical advice that can truly make a difference in everyday life. The most important question should not simply be, 'Does my child have dyslexia?' but rather, 'What do we do next?' My assessments are designed to help answer both questions.
To learn more about my research, visit: https://discovery.ucl.ac.uk/id/eprint/10021618/. For reviews about Dyslexia Tests UK, please check out our 'Google My Business' page.
Qualifications and Experience
Qualifications and Experience
I am a qualified teacher, SENDCo and specialist assessor / tutor with over 30 years' experience supporting children and young people with learning differences.
My background includes leadership roles in Early Years and Key Stage 1, supporting children with a wide range of learning needs, including dyslexia, literacy and maths difficulties,
I am a qualified teacher, SENDCo and specialist assessor / tutor with over 30 years' experience supporting children and young people with learning differences.
My background includes leadership roles in Early Years and Key Stage 1, supporting children with a wide range of learning needs, including dyslexia, literacy and maths difficulties, and executive function difficulties including ADHD.
I hold a Doctorate (EdD) specialising in Working Memory, an MA Ed focusing on early oracy and vocabulary development, a PGCE (Maths Specialism) and a Postgraduate Certificate in Specific Learning Difficulties (SpLD).
I hold a current Assessment Practicing Certificate (APC) which qualifies me to carry out diagnostic assessments for dyslexia which can be used to support applications for Disabled Students' Allowance (DSA) and the government Access to Work scheme.
Alongside my assessment work, I continue to support children, families and schools, giving me a practical understanding of the challenges that can affect learning both in the classroom and at home.
My assessments combine professional expertise with clear, family friendly explanations and practical recommendations that can be used immediately to support progress.
Help your Child to Fulfil their Potential with a SpLD - Dyslexia Assessment
Identify and Remove Barriers to Learning with a Diagnostic Assessment
WHAT IS DYSLEXIA?
The Delphi Consensus Definition of Dyslexia states: 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 unexpected difficulties in word reading, decoding, and spelling, especially when
WHAT IS DYSLEXIA?
The Delphi Consensus Definition of Dyslexia states: 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 unexpected difficulties in word reading, decoding, and spelling, especially when considered alongside a person's age, educational opportunities, and other abilities.
THE ASSESSMENT PROCESS
Initial Consultation
Initial Consultation
Are you ready to discover how your child learns best? Use the Contact Form or call 07933648119 to discuss the next steps. I will provide questionnaires and checklists to gather important background information. I'll guide you through the process step by step. We will also have a video WhatsApp call for introductions.
Assessment Day
Please remember to pack snacks and drinks, and leave in good time to avoid feeling rushed. You can leave your child in my capable hands for their assessment session, which may take up to three and a half hours. I will provide updates during the session, so you know exactly when we will finish.
The individual assessment tasks, will be short and varied to minimize fatigue in any one area. Your child can take short movement breaks, and the process will be dynamic and interactive, keeping them engaged throughout.
Comprehensive Report
My reports are very detailed, written in clear accessible language and are designed to help families understand both the findings and the next steps.
Feedback Meeting and Next Steps After you’ve read the report, I offer a feedback call. This will allow us to go through the findings together, ensuring you understand your child's strengths and areas of difficulty, and the best next steps moving forward.
AFTER THE ASSESSMENT
WHAT HAPPENS IF THE ASSESSMENT DOESN'T IDENTIFY DYSLEXIA OR CO-OCCURRING DIFFICULTIES?
There are diagnostic criteria that must be met before a child is identified with SpLD, such as dyslexia. The decision is a careful judgment, reached after a thorough analysis of the results.
SpLDs are not the only causes of learning difficulties; the ass
WHAT HAPPENS IF THE ASSESSMENT DOESN'T IDENTIFY DYSLEXIA OR CO-OCCURRING DIFFICULTIES?
There are diagnostic criteria that must be met before a child is identified with SpLD, such as dyslexia. The decision is a careful judgment, reached after a thorough analysis of the results.
SpLDs are not the only causes of learning difficulties; the assessment will provide a useful profile of strengths and weaknesses, along with relevant targets for improvement. If needed, recommendations may entail referrals to other professional services, including Speech and Language Therapy or Occupational Therapy.
CO-OCCURRING DIFFICULTIES
You may have heard the term neurodiversity used to describe the natural variation in how people think, learn and process information.
It is much more common for a child to experience several overlapping challenges.
For further reading on this topic, see: http://calm.mrc-cbu.cam.ac.uk/wp-content/uploads/2021/02/Holmes-Bathelt-Astle-2018-TES-final-draft.pdf