Dyslexia Assessment and Support: What Teachers Need to Know

What is a test for Dyslexia?

Dyslexia is a kind of Language-Based Learning Disability that affects a person's reading skills. It is amongst the most common learning disabilities, that mostly co-occurs with other disorders like visual processing disorders such as attention deficitdisorder or attention deficit hypersensitivity disorder. If an adult is diagnosed with both these conditions, especially if they remain undiagnosed, they may face problems ranging from low self-esteem and poor language abilities to lifelong reading difficulties and low academic performance. After the diagnosis, children and adults with this condition can take advantage of accommodations in school, at home, and at the workplace through comprehensive dyslexia identification and support. This could help them reframe classroom challenges and provide them with life-long learning strategies. In this article, we begin by focusing on tests for dyslexia and getting a formal diagnosis. Rob Potts then provides us with some practical advice and wisdom that he has accumulated over the years in his time teaching.

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Why do we need to test for Dyslexia?

There are many adults, who remain undiagnosed but we find them asking themselves 'Am I dyslexic?', especially after spending many years of otherwise unexplained reading challenges , and subsequent educational, personal and/ or professional problems.

Although dyslexia is commonly considered a childhood disorder, it can be diagnosed at any age by a qualified psychologist, learning disability specialist or diagnostic specialist. The first step is to take a simple dyslexia test, and then explore the test results with a specialist who would see if the symptoms match with those of dyslexia.

The physician may give a referral for more dyslexia testing carried out by the specialists using a range of reading instruments and assessments including the Grey Oral Reading Test, the Woodcock-Johnson Achievement Battery and the Lindamood Test (for phonetics and sound) among other tests to detect dyslexia.

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What does a test for dyslexia assess?

Some tests can assess a child's ability to read rapidly and quickly. The same tests are used to detect dyslexia. A test for Dyslexia may assess the following skills in a person.

1. Phonological awareness: Skills of phonological processing are considered the basis for reading skills. Therefore, they make a good predictor of the reading skills in young children. Some examples of the tests to assess phonological awareness of children include NEPSY-II Phonological Processing and Sound Blending subtest of the Woodcock-Johnson III (WJ III). These tests assess how a child can work with sounds in isolation. This is a kind of assessment for dyslexia in which the learning specialist asks the child to segment words and blend sounds. For instance, a child may be asked to indicate what's left of the word 'sit' if the first sound is taken out. Or the evaluator may say po"…"man" and ask the child to say the middle sound. It is most difficult to guess the middle sounds. Younger children get much easier words on the assessment. The difficulty and number of syllables in the words increase as children get older.
2. Decoding: Younger children may appear to be reading even when they're not. In most cases, they memorize words rather than apply the principles of phonics. Two examples of formal dyslexia assessments, that evaluate decoding skills include Word Identification and Word Attack subtests of WJ III and Test of Word Reading Efficiency-2 (TOWRE-2). These tests assess a child's ability to decode words accurately and rapidly. It also assesses the ability to distinguish familiar words.
3. Comprehension and Reading Fluency Test: This is a kind of diagnostic assessment that evaluates a child's language abilities by asking him to read words in context. This test evaluates their reading skills in the "real world." Some children may read at a young age. These tests may sometimes have picture clues to help kids recognise the words and their meaning. In everyday life, children may not have books with clues. It is not easy to capture a child's difficulty or slow speed at school. For some children, it takes so long to decode words that they seem to forget what they just read. Some examples of Comprehension and Reading Fluency Test include Reading Fluency subtest of WJ III and TOWRE-2 (to assess accuracy) or Gray Oral Reading Test (GORT-5). In these tests, the child is asked by the disability specialist to read aloud a passage and then answer open-ended or multiple-choice questions about it. In some tests, children may not refer back to the passage and in some tests, they can. These tests assess how fluently and accurately a kid can comprehend.

These are the main tests to determine the ability of a child to read. These dyslexia tests can also check the rapid automatized naming abilities of a child as well.

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What support is available for students with dyslexia?

Identifying dyslexia early is crucial, as it allows for timely intervention and support. Here are some strategies teachers can employ to support students with dyslexia:

1. Multi-Sensory Learning: Engage multiple senses (visual, auditory, kinaesthetic, tactile) in learning activities. For instance, using sand or playdough to form letters can help reinforce letter-sound associations.
2. Structured Literacy Approach: Implement a structured, sequential, and explicit approach to teaching reading and spelling. This involves breaking down language into its basic components and teaching them systematically.
3. Assistive Technology: Provide access to assistive technology such as text-to-speech software, speech-to-text software, and audiobooks. These tools can help students bypass reading difficulties and access information more easily.
4. Accommodations and Modifications: Offer accommodations such as extra time on assignments and tests, reduced workload, preferential seating, and alternative assessment methods. Modify instruction to meet the individual needs of the student.
5. Create a Supportive Classroom Environment: creates a classroom environment that is inclusive, accepting, and supportive. Encourage students to ask questions, take risks, and celebrate their strengths.
6. Collaboration with Parents and Specialists: Work closely with parents, special education teachers, and other specialists to develop and implement effective support strategies. Regular communication and collaboration are essential for student success.

remember that every student with dyslexia is unique, and their needs may vary. By understanding the characteristics of dyslexia and implementing appropriate support strategies, teachers can help students with dyslexia reach their full potential.

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Recognising Early Signs of Dyslexia in the Classroom

Early identification of dyslexia relies on recognising patterns of persistent difficulties that extend beyond typical developmental variations. Key indicators include unexpected struggles with phonological awareness, such as difficulty rhyming, segmenting sounds, or blending phonemes despite adequate instruction. Students may exhibit slow, laboured reading with frequent hesitations, demonstrate inconsistent spelling patterns, or show marked discrepancies between their verbal comprehension and written expression. Research by Snowling and colleagues emphasises that these difficulties often persist despite responsive teaching, distinguishing dyslexia from temporary learning gaps.

Classroom observations should focus on specific literacy behaviours across different contexts. Watch for students who consistently avoid reading aloud, take significantly longer to complete written tasks, or demonstrate excellent oral contributions but poor written work. Note difficulties with automaticity in word recognition, frequent letter reversals beyond age seven, or challenges remembering sight words previously learnt. Bradley and Bryant's research highlights that difficulties with rapid naming tasks, such as quickly identifying colours or objects, can also signal potential dyslexic traits.

Effective identification requires systematic documentation of observations over time rather than relying on isolated incidents. Maintain brief, dated records of specific examples, noting the context and support provided. This evidence-based approach enables meaningful discussions with SENCOs and supports referral decisions while ensuring appropriate classroom interventions begin promptly.

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Effective Teaching Strategies for Students with Dyslexia

Effective teaching strategies for dyslexic students centre on structured, multisensory approaches that reduce cognitive load whilst building literacy skills systematically. Orton-Gillingham based methods, which incorporate visual, auditory, and kinaesthetic learning pathways simultaneously, have demonstrated consistent success in supporting dyslexic learners. Teachers should present new information in small, sequential steps, allowing students to master each component before progressing to more complex tasks.

Classroom accommodations must address the specific processing differences that characterise dyslexia. Extended time for reading and writing tasks is essential, as is providing alternative ways to demonstrate knowledge, such as oral presentations or mind maps. John Sweller's cognitive load theory demonstrates why dyslexic students benefit from reduced extraneous information on worksheets, clear fonts like Arial or Comic Sans, and consistent formatting across materials.

Daily implementation should include explicit phonics instruction, regular opportunities to overlearn key concepts, and immediate, positive feedback. Teachers can support dyslexic students by providing advance organisers for lessons, using colour-coding for different types of information, and ensuring instructions are given both verbally and visually. Creating a classroom environment where mistakes are viewed as learning opportunities helps build the confidence these students need to take literacy risks and develop their skills progressively.

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When and How to Refer Students for Dyslexia Assessment

Teachers should consider referring students for dyslexia assessment when persistent literacy difficulties remain evident despite high-quality, structured teaching and targeted interventions over a period of at least 6-12 weeks. Key indicators include significant gaps between a student's oral language abilities and their reading or writing performance, ongoing difficulties with phonological processing, and challenges that appear disproportionate to their general cognitive abilities. Rose's 2009 review emphasises that early identification is crucial, as timely intervention can substantially improve outcomes for dyslexic students.

The referral process typically begins with comprehensive documentation of the student's difficulties, interventions attempted, and their responses to support. Teachers should gather evidence including reading and spelling assessments, samples of written work, and observations of the student's learning behaviours across different contexts. This evidence base supports educational psychologists or specialist teachers in conducting formal assessments. Most local authorities require schools to demonstrate that they have implemented appropriate classroom adjustments and targeted support before proceeding with statutory assessment.

Collaboration with parents and the school's SENCO is essential throughout this process. Teachers should maintain detailed records of interventions and progress, as this information directly informs assessment decisions and subsequent support planning. The timeline from initial concern to formal assessment varies, but early communication with families and systematic record-keeping can significantly streamline the process.

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Collaborating with Families: Supporting Dyslexic Students at Home and School

Effective collaboration between teachers and families forms the cornerstone of successful support for dyslexic students. Research by Reid and Fawcett emphasises that when parents and educators work together using consistent approaches, students demonstrate significantly improved literacy outcomes and enhanced self-confidence. This partnership requires open communication about the child's specific needs, regular sharing of strategies that work in both environments, and mutual understanding of the challenges dyslexic learners face across different contexts.

Practical collaboration begins with structured communication systems that keep families informed about classroom interventions and assessment findings. Teachers should provide parents with clear explanations of evidence-based strategies being used in school, such as multisensory phonics approaches or assistive technology tools. Equally important is gathering insights from families about successful home strategies, preferred learning times, and emotional responses to literacy tasks. This two-way exchange ensures interventions remain consistent and builds on the child's strengths across all learning environments.

Regular review meetings should focus on celebrating progress whilst addressing ongoing challenges collaboratively. Teachers can support families by sharing specific techniques for homework support, recommending structured reading programmes, and providing guidance on managing frustration during home learning. When families understand the rationale behind classroom accommodations and feel equipped to reinforce these approaches at home, dyslexic students benefit from smooth, comprehensive support that accelerates their literacy development.

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Conclusion

understanding dyslexia, its assessment, and available support systems is paramount for educators. By recognising the signs early, employing appropriate testing methods, and implementing tailored support strategies, teachers can significantly impact the academic and personal development of students with dyslexia.

Remember, a dyslexia diagnosis is not a barrier to success. With the right support and encouragement, students with dyslexia can thrive and achieve their goals. Embrace inclusive teaching practices, collaborate with parents and specialists, and create a classroom environment that celebrates diversity and supports all learners.

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Going forward, teachers should focus on developing a toolkit of evidence-based strategies that can be readily implemented in their classrooms. This includes incorporating multisensory teaching methods, providing additional processing time, using assistive technology where appropriate, and breaking down complex tasks into manageable steps. Regular monitoring and adjustment of these approaches ensures that support remains responsive to individual student needs and learning progress.

Crucially, successful support for dyslexic students requires ongoing professional development and collaboration. Teachers benefit from attending training sessions on dyslexia awareness, engaging with educational psychologists during the assessment process, and sharing effective practices with colleagues. Building strong partnerships with parents and maintaining open communication channels helps create consistent support structures between home and school, maximising the impact of interventions.

The ultimate goal is to creates an inclusive classroom culture where literacy development is supported through structured approaches that benefit all learners. When teachers are equipped with the knowledge and confidence to identify, assess, and support dyslexic students effectively, they contribute to creating educational environments where every child can thrive academically and develop a positive relationship with learning.

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Further Reading

Dyslexia assessment research

Reading difficulties interventions

Dyslexia teaching strategies

1. Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). *Biological Psychiatry, 57*(11), 1301-1309.
2. Elliott, J. G., & Grigorenko, E. L. (2014). *The dyslexia debate*. Cambridge University Press.
3. Snowling, M. J., & Hulme, C. (2011). *Dyslexia: A Very Short Introduction*. Oxford University Press.
4. Moats, L. C. (2020). *Speech to print: Language essentials for teachers*. Paul H. Brookes Publishing Co.