DIAGNOSTIC ASSESSMENT FOR YOUNG PEOPLE

Our full diagnostic assessments are face to face and suitable for children aged 8 and above. The assessment provides a detailed understanding of a child’s strengths and challenges across language, literacy and the cognitive processes that support learning. It involves a series of structured, child‑friendly activities that help us see how your child learns, where they may be finding things difficult and what is working well for them.

If dyslexia is present, it will be identified. However, a formal diagnosis is not usually given on the day, as results need to be analysed carefully to ensure accuracy. You will receive clear verbal feedback straight after the session so you can understand what the assessment has shown so far, what dyslexia means in practical terms and what to expect from the full written report. The detailed report follows within a couple of weeks and includes tailored recommendations for home and school.

The assessment is designed to be supportive and positive. Many children enjoy the one‑to‑one setting, and parents often find the process reassuring because it provides clarity, direction and a deeper understanding of how their child learns.

THE DELPHI DEFINITION OF DYSLEXIA

Carroll, J., Holden, C., Kirby, P., Snowling, M. J., & Thompson, P.A. (2024)

 Nature

The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.

Manifestation

Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory).  However, phonological difficulties do not fully explain the variability that is observed.  Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.

Impact

In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.  Across languages and age groups, difficulties in reading and spelling fluency are a key marker of dyslexia.

Variance and co-occurrence

Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.  Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.  Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.