Dyslexia identification
The assessment itself may involve observing your child in their learning environment, talking with key adults involved with your child's learning, and asking your child to take part in a series of tests. These tests may examine your child's: reading and writing abilities. language development and vocabulary.
As there's no single test that can diagnose dyslexia, a number of different tests are used alongside a range of factors that are considered, such as:
- Your child's development, educational issues and medical history. The SEMHL Specialist teacher will likely ask you questions about these areas in the form of a questionnaire sent home by school. Also, the SEMHL Specialist Teacher will want to know about any conditions that run in the family, including dyslexia or any other type of learning disability.
- Questionnaires. The provider may have your child, caregivers or teachers complete other questionnaires also. Your child will be asked to take tests to identify reading and language abilities.
- Vision and hearing tests. These can help determine whether another disorder may be causing or adding to your child's difficulty reading. The tests that are necessary to diagnose Dyslexia cannot be started without an up to date hearing and vision check (within one year).
- Psychological evaluation. The provider may ask you and your child questions to better understand your child's mental health. This can help determine whether social problems, anxiety or depression may be limiting your child's abilities.
Tests for reading, spelling and other academic skills. During an assessment the assessor will carry out a series of tests to explore aspects of underlying ability such as:
- Reading, writing and spelling
- Handwriting and fine motor skills
- Underlying learning skills: phonological awareness, speed of processing and memory, speech and language and auditory processing.
There is usually an informal chat before the assessment to gather a little more background information and help put your child/young person at ease.
What should my child expect in these tests?
A series of tests will be undertaken to establish the strengths and barriers your child/ young person may be experiencing. These tests will take place by a Specialist SEMHL Teacher. These will be carried out during the school day spread usually over two sessions (or two days). This may be over a two week period or within one week, depending on how your child/young person copes with the testing process.
All tests will take place in a quiet and private room within the school and any equipment needed will be provided.
Your child/young person will be permitted breaks if needed. Some of the tests are under timed conditions and examples are given to help your child understand what is expected of them and ensure instructions have been understood before the official testing begins.
Tests may be amended or discontinued if the Assessor feels the child is struggling too much, and the aim will always be to ensure your child/young person feels at ease and able to do their best in this situation. This isn’t an exam so there is no “pass” or “fail” - the intention is to help highlight the person’s individual style of learning or working and what does/doesn’t work for them.
We recognise that this may be a stressful and tiring process for them, and within the parameters of the testing rules, will do our best to build a relationship with your child so they feel comfortable.
The aim is
- To formally identify dyslexia (if this is supported by the test results)
- To collect information about reading, spelling and writing skills.
- To identify whether there is a clear discrepancy between general level of ability and reading and writing attainment.
- To consider other factors which may be affecting learning.
- To identify whether any Reasonable Adjustments will need to be made in order for a person to fully access the curriculum and exams.
What happens next and what should I expect?
- Regardless of whether a formal identification is given or not, a report will be written to outline the process of the assessment and what was found, along with recommendations for school and any other agencies if required.
- School will receive a copy of this report and will then pass this onto you as the parent/carer.
- If you would like to discuss this report in more detail, the Specialist teacher linked to the school may be available on the School’s request and agreement.
Treatment
There's no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate support / intervention can improve success. In many cases, such support can help children become competent readers.
Educational techniques
Dyslexia is supported using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child's reading skills, other academic skills and mental health will help the SEMHL Specialist Teacher develop an individual teaching program if this is deemed necessary.
Teachers may use techniques involving hearing, vision and touch to improve reading skills. Helping a child use several senses to learn — for example, listening to a taped lesson and tracing with a finger the shape of the letters used and the words spoken — can help in processing the information.
Support focuses on helping your child:
- Learn to recognize and use the smallest sounds that make up words (phonemes)
- Understand that letters and strings of letters represent these sounds and words (phonics)
- Understand what is read (comprehension)
- Read aloud to build reading accuracy, speed and expression (fluency)
- Build a vocabulary of recognized and understood words