Dyslexia Assessment
Use when asked to administer, score, or explain a Dyslexia Assessment — a specific learning difficulty evaluation using standardized reading/writing/phonological scores — grounded in FormExamples/form-examples.
Specific learning difficulty evaluation using standardized scores for reading, writing, spelling, phonological processing, working memory, and processing speed, with severity classification.
Scoring
Instrument: standardized score assessment battery (mean 100, SD 15).
- 85–115 — average (no dyslexia).
- 70–84 — below average (mild).
- 55–69 — well below average (moderate).
- < 55 — significantly below average (severe).
What it covers
Demographics; developmental history; educational background; reading assessment; writing and spelling assessment; phonological processing; working memory and processing speed; emotional and behavioural impact; previous support and interventions; and recommendations with a support plan.
Common pitfalls
- Diagnosing from a single subtest score — dyslexia is characterized by a specific pattern across multiple domains (phonological processing, reading, spelling), not one low score in isolation; pattern matters more than any single number.
- Not accounting for a discrepancy with overall cognitive ability — a comprehensive assessment typically situates literacy scores against general cognitive ability to distinguish a specific learning difficulty from a broader learning difference.
- Skipping the emotional/behavioural impact section — undiagnosed or unsupported dyslexia commonly produces secondary anxiety or avoidance around reading/writing tasks; missing this misses an important part of the support plan.
Learn more
- FormExamples: dyslexia-assessment for the full implementation, clinical references, and worked examples.
- Learning Disability Assessment for a related, broader developmental assessment.