Understanding Dyslexia – a parents guide
Many of us parents have often wondered ‘could our child be dyslexic’ – even if it’s just for a passing moment. Whilst we all know of dyslexia many of us don’t fully understand the symptoms and how it presents. Local Marlow mum Laura, a specialist dyslexia assessor, helps explain these to us.
What is dyslexia?
Dyslexia is a specific learning difficulty that mainly affects the skills involved in accurate and fluent word reading and spelling.
Those with dyslexia will have difficulties with phonological awareness, verbal memory, verbal processing speed.
Dyslexia occurs across a range of intellectual abilities and is best thought of as a continuum.
Those with dyslexia may also have difficulties with aspects of language, motor coordination, mental calculation, concentration, visual and auditory processing and personal organisation. These alone do not mean that someone has dyslexia.
What impact does having dyslexia have on learning?
The difficulties that those with dyslexia often have with accurate and fluent word reading can lead to challenges with reading comprehension skills, and difficulties with spelling can lead individuals to lose interest in writing and therefore this impacts on their writing skills.
What should I do if I think my child has dyslexia?
Speak to your child’s school. Some schools have access to a dyslexia screener while others will put in place interventions to support in specific areas. It is important that any interventions are reviewed and the impact of them measured. You may also look to get your child formally assessed for dyslexia.
If your child appears to have visual difficulties such as:
- words on the page appearing blurry or moving around
- seeing two of each word
- covering one eye or screwing their eyes up when reading
- holding the page close to their eyes
- your child blinking or rubbing their eyes frequently when reading
- losing their place easily
- reporting headaches or sore eyes when reading,
it is recommended that you have your child’s vision assessed by an optometrist before pursuing a diagnostic assessment. This is different to having a routine eye examination at an optician. Some children’s difficulties with reading and spelling are the result of visual difficulties as opposed to dyslexia. An optometrist will carry out detailed assessments and be able to confirm if there are reasons related to the eyes for the above difficulties.
Who can diagnose dyslexia?
Either an Educational Psychologist or someone who has completed a postgraduate certificate in specific learning difficulties (dyslexia) to Level 7 can assess for Dyslexia.
To diagnose, the assessor will carry out a range of assessments (some of which are fun!) and prepare family and school questionnaires to gather relevant background information before carrying out a range of assessments.
It can be difficult to assess young children (under 7). The impact of COVID-19 in terms of lost learning time has made this harder.
Will a diagnostic assessment always lead to a diagnosis of dyslexia?
No. A diagnosis can only be given if the results of the assessment and background information meet the criteria of the definition of dyslexia being used by the assessor. Occasionally it won’t be possible to offer a clear-cut diagnosis of dyslexia, such as if there are other co-occurring challenges, however, the report will highlight areas of strengths and challenge, with detailed and bespoke recommendations to support your child. If necessary, details of other professionals will be given for onward referral, such as Occupational Therapy, Optometry or Speech and Language Therapy.
My child has been diagnosed with Dyslexia. What now?
Following a diagnostic assessment of dyslexia, you will be provided with a report. This should provide recommendations tailored to the challenges that your child is experiencing. Share the report with your child’s class teacher and ask the school to put in place the recommendations that they are able to. You may want to discuss it with the Special Educational Needs Coordinator (SENCO) at your child’s school and ask about your child being added to the school’s special educational needs (SEN) register, which may or may not be appropriate.
The length and style of the report will differ depending on whether it has been completed by an Educational Psychologist or a qualified assessor of dyslexia. If completed by a qualified assessor of dyslexia like me, the report will be written in compliance with the latest SpLD Assessment Standards Committee (SASC) guidelines and will include a diagnosis of dyslexia where appropriate.
And remember: a child with dyslexia will have strengths that many of their peers do not have. Evidence shows that those with dyslexia are often good in areas such as design, problem solving, creative skills, interactive skills and oral skills, which enables them to have successful and fulfilling lives. Indeed, there are many famous (and rich!) people who have openly shared their challenges at school and diagnosis of dyslexia. It is important that for those children and young people who do receive a diagnosis of dyslexia, they are supported to see their dyslexia as a difference and not a barrier to success. There are many excellent books that can help here.
With targeted intervention in place, many children and young people with dyslexia make good progress in the areas that they previously found challenging and develop compensatory strategies that help them achieve success.
Dyslexia can have a negative impact on a person’s self-esteem and emotional wellbeing, however, in some cases it has been shown with teenagers that a diagnosis of dyslexia can have a positive impact on their social, emotional and mental health as they are better able to understand the reason behind the things that they find challenging. This supports them in improving their self-confidence and self-esteem, as well as their interactions with their peers
My child has a diagnosis of Dyslexia. What support will help them to achieve?
The support required to help a child or young person achieve will be different for every child and young person. They will all have their own unique pattern of strengths and challenges.
Can a diagnostic report be used to provide my child with Exam Access Arrangements?
No, not directly. If the scores that your child achieves on particular tests within the assessment are below a certain value, a recommendation will be made in the report for your child to be assessed for exam access arrangements.
Access Arrangements are reasonable adjustments used in class and during exams. They aim to place the learner on a level with their peers, giving them fair access to exams and the opportunity to demonstrate their knowledge, skills and understanding to achieve their full potential. They do not give the learner an unfair advantage or undermine the integrity of the exam paper.
Access Arrangements are ultimately the school’s responsibility, as is their decision to decide what Access Arrangements to apply for.
Where can I find out more information?
The British Dyslexia Association (BDA) – https://www.bdadyslexia.org.uk/services/assessments/diagnostic-assessments
If you are looking for a diagnostic assessment for your child, Laura provides a diagnostic assessment service for dyslexia and can be contacted on laurascawn@proton.me
Laura Scawn
Bsc (hons), MA People Management and Development
Post Graduate Certificate of Education
Post Graduate Certificate (Senco)
Post Graduate Certificate (Dyslexia) with associate membership of the British Dyslexia Association (AMBDA) and Assessing Practising Certificate (APC) with The Dyslexia Guild
Many of us parents have often wondered ‘could our child be dyslexic’ – even if it’s just for a passing moment. Whilst we all know of dyslexia many of us don’t fully understand the symptoms and how it presents. Local Marlow mum Laura, a specialist dyslexia assessor, helps explain these to us.
What is dyslexia?
Dyslexia is a specific learning difficulty that mainly affects the skills involved in accurate and fluent word reading and spelling.
Those with dyslexia will have difficulties with phonological awareness, verbal memory, verbal processing speed.
Dyslexia occurs across a range of intellectual abilities and is best thought of as a continuum.
Those with dyslexia may also have difficulties with aspects of language, motor coordination, mental calculation, concentration, visual and auditory processing and personal organisation. These alone do not mean that someone has dyslexia.
What impact does having dyslexia have on learning?
The difficulties that those with dyslexia often have with accurate and fluent word reading can lead to challenges with reading comprehension skills, and difficulties with spelling can lead individuals to lose interest in writing and therefore this impacts on their writing skills.
What should I do if I think my child has dyslexia?
Speak to your child’s school. Some schools have access to a dyslexia screener while others will put in place interventions to support in specific areas. It is important that any interventions are reviewed and the impact of them measured. You may also look to get your child formally assessed for dyslexia.
If your child appears to have visual difficulties such as:
- words on the page appearing blurry or moving around
- seeing two of each word
- covering one eye or screwing their eyes up when reading
- holding the page close to their eyes
- your child blinking or rubbing their eyes frequently when reading
- losing their place easily
- reporting headaches or sore eyes when reading,
it is recommended that you have your child’s vision assessed by an optometrist before pursuing a diagnostic assessment. This is different to having a routine eye examination at an optician. Some children’s difficulties with reading and spelling are the result of visual difficulties as opposed to dyslexia. An optometrist will carry out detailed assessments and be able to confirm if there are reasons related to the eyes for the above difficulties.
Who can diagnose dyslexia?
Either an Educational Psychologist or someone who has completed a postgraduate certificate in specific learning difficulties (dyslexia) to Level 7 can assess for Dyslexia.
To diagnose, the assessor will carry out a range of assessments (some of which are fun!) and prepare family and school questionnaires to gather relevant background information before carrying out a range of assessments.
It can be difficult to assess young children (under 7). The impact of COVID-19 in terms of lost learning time has made this harder.
Will a diagnostic assessment always lead to a diagnosis of dyslexia?
No. A diagnosis can only be given if the results of the assessment and background information meet the criteria of the definition of dyslexia being used by the assessor. Occasionally it won’t be possible to offer a clear-cut diagnosis of dyslexia, such as if there are other co-occurring challenges, however, the report will highlight areas of strengths and challenge, with detailed and bespoke recommendations to support your child. If necessary, details of other professionals will be given for onward referral, such as Occupational Therapy, Optometry or Speech and Language Therapy.
My child has been diagnosed with Dyslexia. What now?
Following a diagnostic assessment of dyslexia, you will be provided with a report. This should provide recommendations tailored to the challenges that your child is experiencing. Share the report with your child’s class teacher and ask the school to put in place the recommendations that they are able to. You may want to discuss it with the Special Educational Needs Coordinator (SENCO) at your child’s school and ask about your child being added to the school’s special educational needs (SEN) register, which may or may not be appropriate.
The length and style of the report will differ depending on whether it has been completed by an Educational Psychologist or a qualified assessor of dyslexia. If completed by a qualified assessor of dyslexia like me, the report will be written in compliance with the latest SpLD Assessment Standards Committee (SASC) guidelines and will include a diagnosis of dyslexia where appropriate.
And remember: a child with dyslexia will have strengths that many of their peers do not have. Evidence shows that those with dyslexia are often good in areas such as design, problem solving, creative skills, interactive skills and oral skills, which enables them to have successful and fulfilling lives. Indeed, there are many famous (and rich!) people who have openly shared their challenges at school and diagnosis of dyslexia. It is important that for those children and young people who do receive a diagnosis of dyslexia, they are supported to see their dyslexia as a difference and not a barrier to success. There are many excellent books that can help here.
With targeted intervention in place, many children and young people with dyslexia make good progress in the areas that they previously found challenging and develop compensatory strategies that help them achieve success.
Dyslexia can have a negative impact on a person’s self-esteem and emotional wellbeing, however, in some cases it has been shown with teenagers that a diagnosis of dyslexia can have a positive impact on their social, emotional and mental health as they are better able to understand the reason behind the things that they find challenging. This supports them in improving their self-confidence and self-esteem, as well as their interactions with their peers
My child has a diagnosis of Dyslexia. What support will help them to achieve?
The support required to help a child or young person achieve will be different for every child and young person. They will all have their own unique pattern of strengths and challenges.
Can a diagnostic report be used to provide my child with Exam Access Arrangements?
No, not directly. If the scores that your child achieves on particular tests within the assessment are below a certain value, a recommendation will be made in the report for your child to be assessed for exam access arrangements.
Access Arrangements are reasonable adjustments used in class and during exams. They aim to place the learner on a level with their peers, giving them fair access to exams and the opportunity to demonstrate their knowledge, skills and understanding to achieve their full potential. They do not give the learner an unfair advantage or undermine the integrity of the exam paper.
Access Arrangements are ultimately the school’s responsibility, as is their decision to decide what Access Arrangements to apply for.
Where can I find out more information?
The British Dyslexia Association (BDA) – https://www.bdadyslexia.org.uk/services/assessments/diagnostic-assessments
If you are looking for a diagnostic assessment for your child, Laura provides a diagnostic assessment service for dyslexia and can be contacted on laurascawn@proton.me
Laura Scawn
Bsc (hons), MA People Management and Development
Post Graduate Certificate of Education
Post Graduate Certificate (Senco)
Post Graduate Certificate (Dyslexia) with associate membership of the British Dyslexia Association (AMBDA) and Assessing Practising Certificate (APC) with The Dyslexia Guild
