What is dyslexia?
This is the definition of dyslexia I use in my assessments and reports. It was agreed in 2025 by a panel of dyslexia experts, and it’s the definition the British Dyslexia Association now uses.
Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.
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 fluency and spelling are a key marker of dyslexia.
Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
The nature and developmental trajectory of dyslexia depend on multiple genetic and environmental influences.
Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension, or learning another language.
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.
Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.
British Dyslexia Association: what is dyslexia? ↗A plain-English guide for parents →
Diagnostic assessments, pre-16 and post-16
Pre-16 Diagnostic Assessment
For children and young people under 16. Before we meet, I gather background information through questionnaires, from you and, where relevant, your child's school. The assessment itself takes place face-to-face at an agreed location and takes around three hours. A range of tests builds a picture of your child's learning profile, and the written report follows SpLD Assessment Standards Committee (SASC) guidelines. A follow-up conversation can be arranged to talk the report through, and I can suggest onward referrals if they would help.
How it works
- Background information, gathered through questionnaires from you and, where relevant, your child’s school.
- A face-to-face assessment of around three hours, at an agreed location.
- A written report following SASC guidelines.
- A follow-up conversation to talk it through, if you’d like one, and onward referrals where they would help.
Who it’s for
For children and young people under 16.
What it gives you
A clear, written learning profile that can inform support at school and at home. It cannot guarantee funding, exam access arrangements, or any particular outcome. Those decisions sit with schools, exam boards and other bodies, informed by the report.
Post-16 Diagnostic Assessment
For young people and adults aged 16 and over, including college and university students and people in work. Before we meet, I gather background information through a questionnaire. The assessment takes place face-to-face at an agreed location and may run longer than three hours, depending on what’s being explored. The written report follows SASC guidelines and can support an application for Disabled Students’ Allowance (DSA).
How it works
- Background information, gathered through a questionnaire before we meet.
- A face-to-face assessment at an agreed location. It may run longer than three hours, depending on what’s being explored.
- Additional screening for co-occurring difficulties, such as ADHD or DCD/dyspraxia, where needed (at an additional charge).
- A written report following SASC guidelines, suitable for a DSA application.
Who it’s for
For young people and adults aged 16 and over, including college and university students, adult learners and people in work.
What it gives you
A written learning profile that can support a Disabled Students’ Allowance application for higher education. A report does not guarantee that DSA funding will be awarded. That decision is made by Student Finance England (or the relevant funding body), not by SEND Consultancy.
Not sure which applies?
If you’re not sure whether a pre-16 or post-16 assessment is right, or whether an assessment makes sense at all yet, get in touch and we can talk it through. There’s no obligation to book anything.