Dyslexia Tests and Assessments - Specialist Educational Services
- Take the first step to help your child
- Book a diagnostic assessment today
- Coming Soon - Executive Function Skills Coaching
Welcome to Dyslexia Tests UK!
Our Mission
At Dyslexia Tests UK, our mission is to provide an excellent assessment service, including an exceptionally thorough report with personalised recommendations, to help you make informed decisions about your next steps. Assessments are conducted at 62 Grasmere Gardens BR6 8HF.
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 with the assessor, and feedback call, are all included in the fee.
Contact Us
Ready to take the next steps? Contact us today to learn more about our services and how we can help you achieve your goals. Call 07933648119, email karen@dyslexiatests.uk, or scroll down for more information. We look forward to hearing from you!
About Us
WE ARE PASSIONATE ABOUT HELPING ALL CHILDREN TO DEVELOP A LOVE OF READING
Every child has the right to learn to read, to enjoy reading, and to read to learn. Difficulties with reading, writing and spelling may contribute to gaps in a child's learning in other areas, as well as problems with self-confidence and general school enjoyment.
It
WE ARE PASSIONATE ABOUT HELPING ALL CHILDREN TO DEVELOP A LOVE OF READING
Every child has the right to learn to read, to enjoy reading, and to read to learn. Difficulties with reading, writing and spelling may contribute to gaps in a child's learning in other areas, as well as problems with self-confidence and general school enjoyment.
It's not always easy to know what to do for the best when trying to support your child at home. They might already have lots of homework, which takes up so much of your time that you don't know how you could fit in anything else. Should you try to do more of the same? Or does your child need something very different?
One way to be sure is to use our educational consultant to look closely at all the component skills that underpin fluent reading, writing and spelling, and build a profile of strengths and weaknesses. Dyslexia tests and assessments 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.
Your long term goal is fluency and comprehension in reading, but in the short-term it is crucial to identify needs and teach accordingly. Children may display similar reading, writing and spelling difficulties but their progress may be impeded by a variety of difficulties. It is so important to take account of the information gleaned from the diagnostic assessment, and change the teaching approach accordingly.
Our aim is to help you widen your child's horizons by identifying and overcoming barriers to learning, so that improved reading skills will build learning capacity and lead to improvements in all areas of learning. A specialist diagnostic assessment for dyslexia will be able to pinpoint the starting levels for many aspects of reading and writing, and may include targets for the following:
Speaking and Listening - there may be targets related to grammatical constructions, or perhaps vocabulary or verbal reasoning need strengthening.
Phonology - this focuses on the sounds in words, and will build on your child's awareness of speech sounds and ability to manipulate them.
Morphology - morphemes are the smallest units of meaning in words, and are the starting point for an understanding of word structure and derivation. Studying these small parts of words (roots, prefixes and suffixes) may prove to be more fruitful for children aged eight or nine and over, where phonics instruction has not worked. At Dyslexia Tests UK we are able to use assessments of morphological knowledge, and have access to the latest evidence-based interventions.
Phonics - this will support your child's understanding of the links between letters and sounds, and will lead to the gradual, logical and cumulative instruction of spelling rules.
Spelling - logical spelling rules are supported by phonics instruction, but there are many high frequency exception words which also need to be taught, and several strategies to choose from. An assessment may identify which strategies are likely to be more effective.
Reading - accuracy and fluency need to be built through precision teaching of basic skills. At the same time, higher order comprehension skills may also need to be explicitly modelled.
Writing - the basic skills of holding a pencil and forming each letter correctly may need to be revisited. It may be necessary to work on larger muscle groups and joints before working on handwriting; perhaps shoulder stability needs to be established. Beyond the physical act of writing, your child may need support to generate and sequence ideas.
Maths - many dyslexic children also struggle with aspects of the maths curriculum, and a diagnostic assessment will include maths calculation and fluency, to identify useful targets as well as the best way to approach them. This area can be examined at greater depth if required.
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, Dyslexia Tests UK will liaise with your child's SENDCo, and work with the school to identify 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 Karen at : karen@dyslexiatests.uk who will be happy to help DYSLEXIA TESTS UK clients with specific advice, links to other useful sites, or additional resources.
About Our Assessor
Dr Karen Faulds has been assessing and working with children, as well as engaging in educational research, for many years. She is able to offer assessments to diagnose Specific Learning Difficulties - Dyslexia, as well as maths difficulties.
Read about her research at:
https://discovery.ucl.ac.uk/id/eprint/10021618/
To read reviews about Dy
Dr Karen Faulds has been assessing and working with children, as well as engaging in educational research, for many years. She is able to offer assessments to diagnose Specific Learning Difficulties - Dyslexia, as well as maths difficulties.
Read about her research at:
https://discovery.ucl.ac.uk/id/eprint/10021618/
To read reviews about Dyslexia Tests UK, please visit our 'Google my Business' page.
Links to other sites containing useful information:
Dyslexia
https://www.understood.org/articles/en/what-is-dyslexia
Hearing loss / glue ear
https://www.annarbor.co.uk/images/PDF/GlueEar.pdf
https://www.tes.com/news/glue-ear-can-mimic-dyslexia
https://www.ndcs.org.uk/media/5206/parent_tips_suspected_hearing_loss.pdf
Slow processing
Executive function
https://www.understood.org/articles/en/how-sensory-processing-issues-can-affect-motor-skills
Sensory motor
https://www.understood.org/articles/en/sensory-integration-therapy-what-you-need-to-know
https://www.ot-mom-learning-activities.com/shoulder-girdle-stability.html
https://www.lincolnshirecommunityhealthservices.nhs.uk/application/files/2915/2285/5110/1st_Move.pdf
Attention
https://www.understood.org/articles/en/adhd-in-children
Visual processing
https://www.readandspell.com/visual-processing-disorder-dyslexia
Morphemes
https://www.uwo.ca/fhs/lwm/teaching/dld2_2017_18/Zeh_Morphological-Awareness.pdf
Reading comprehension
Qualifications and Experience
Karen is a qualified and experienced teacher, has led Early Years Foundation Stage and Key Stage 1, and has been a school SENDCo for more than 20 years.
In addition to her qualifications, she has extensive experience teaching literacy and maths from 3 to 11, and detailed knowledge and understanding of the stages and processes involved in
Karen is a qualified and experienced teacher, has led Early Years Foundation Stage and Key Stage 1, and has been a school SENDCo for more than 20 years.
In addition to her qualifications, she has 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.
She holds 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
Find out how Karen can help your child to achieve their very best at school.
" Karen's report is so detailed but easy to understand. For the first time, we felt someone had really understood our child, and the recommendations have been invaluable both at home and at school."
Links to sites with useful resources:
English
Find out how Karen can help your child to achieve their very best at school.
" Karen's report is so detailed but easy to understand. For the first time, we felt someone had really understood our child, and the recommendations have been invaluable both at home and at school."
Links to sites with useful resources:
English
https://englishforeveryone.org/Topics/Reading-Comprehension.html
https://englishforeveryone.org/Topics/Analogies.html
https://englishforeveryone.org/Topics/Synonyms-and-Antonyms.html
https://home.oxfordowl.co.uk/reading/reading-comprehension/
https://readtheory.org/static/pdf/parent_flyer.pdf
https://readtheory.org/app/sign-up/summary
https://www.ictgames.com/mobilePage/literacy.html
https://www.topmarks.co.uk/Search.aspx?q=literacy%20games
http://www.primaryhomeworkhelp.co.uk/literacy/
https://www.starfall.com/h/index-grades123.php
https://letters-and-sounds.com/index.php/phase-2-games/
https://www.phonicsplay.co.uk/
https://www.youtube.com/channel/UCVcQH8A634mauPrGbWs7QlQ
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. If your child has more complex learning difficulties, it may be that a team approach is required, where a number of professionals, for example, Speech and Language Therapy and Occupational Therapy Services work together. Your school SENDCo is likely to be the best person to help you, and will guide you through the process of applying for and obtaining an Education and Healthcare Plan (EHCP) for your child.
Applications for an EHCP for dyslexia alone are unlikely to be successful. Check your Local Authority's policy on dyslexia, as local offers vary.
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 Karen on 07933648119 to talk about next steps.
Karen will provide questionnaires and checklists to capture background information. Karen will guide you through the process step by step. There will also be a video WhatsApp call for introdu
Initial Consultation
Are you ready to find out how your child learns best? Use the Contact Form or call Karen on 07933648119 to talk about next steps.
Karen will provide questionnaires and checklists to capture background information. Karen 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 Karen's good hands for the assessment session. Karen will provide updates during the session if necessary so you know exactly when we will be finishing.
Comprehensive Report
Karen's reports are extraordinarily detailed, yet easy to read and understand. Difficulties identified are addressed by helpful recommendations.
Feedback Meeting and Next Steps
Karen offers 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 highly effective strategy called Precision Teaching may be required.
Precision Teaching is carefully designed to allow the child to practice key skills until they are fluent, and to allow the teacher to monitor and analyse progress, making tiny adjustments as necessary until the child is learning as fast as they can.
If Precision Teaching methods are not used, and new learning objectives are introduced too quickly, before basic skills have been mastered, the child will need to keep using all their processing capacity to consciously compensate for the lack of fluent automatic skills, and retention and recall will be so much more difficult to achieve.
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 for Precision Teaching 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 comprehensive diagnostic 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, we are all different after all, and the effects of the difference may take different paths a
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, we are all different after all, and the effects of the difference may take different paths as they cascade across the cognitive areas. The word different is repeated to emphasise that at an individual level, every child will have unique perspectives, experiences, strengths and challenges.
The processing difference 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.
This doesn't mean that they have more than one learning difficulty, or need separate diagnoses. A diagnosis is very important, to document your child's difficulty and start to open up support pathways, but let's try to keep our focus on what is more important here, identifying and meeting needs.
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 we can plan the very best support for your child.
For further reading in this area, see: