Does My Child Need a Dyslexia Assessment?

Oct 28

8 min read

Your child comes home from school exhausted. Reading is a battle, homework takes far longer than it should, and they avoid picking up a book whenever possible.

But when you speak to their teacher, you're told they're doing fine.

Their written work looks acceptable. They're keeping up with the class. There's no obvious reason for concern.

So, does your child really need a dyslexia assessment?

After 23 years working in education and now working as a specialist dyslexia assessor, I hear this story from parents all the time.

And one of the most important things I've learnt is that a child doesn't have to be falling behind at school to be experiencing difficulties with learning.

Sometimes, the children who appear to be coping are the ones working the hardest.

What Are the Signs That My Child Might Need a Dyslexia Assessment?

Dyslexia doesn't look the same in every child. Some children experience obvious difficulties with reading and spelling, while others develop strategies that make their difficulties much harder to recognise.

When parents contact me about an assessment, there are several concerns I hear repeatedly.

1. Your Child Is Exhausted After School

One of the most overlooked signs is exhaustion.

Your child might manage reasonably well throughout the school day but arrive home completely drained.

They may become emotional, frustrated or reluctant to complete homework.

This can happen because learning requires considerably more effort than it does for their peers.

Imagine spending the entire school day concentrating on tasks that other children appear to complete automatically.

Reading instructions, remembering information, processing what the teacher has said and getting thoughts onto paper can all demand additional effort.

By the time your child gets home, they may have very little energy left.

Of course, exhaustion alone doesn't mean a child has dyslexia. But when it occurs alongside persistent difficulties with reading, spelling or learning, it's worth investigating.

2. Reading Is Laboured or Your Child Avoids It

Many parents tell me their child simply doesn't enjoy reading.

But I always encourage parents to think about why.

Is reading genuinely something their child dislikes, or is it something they find incredibly difficult?

You might notice that your child:

Reads slowly or with considerable effort.
Misses words or skips parts of sentences.
Struggles to read unfamiliar words.
Needs to reread sentences to understand them.
Avoids reading aloud.
Becomes frustrated when asked to read.
Enjoys listening to stories but dislikes reading independently.

A child can sometimes read a passage accurately but still be using so much mental effort to recognise the words that they have fewer resources available to understand and remember what they've read.

This is why simply asking whether a child can read doesn't always tell us enough.

We need to understand how they read, how efficiently they process written information and how much effort it requires.

3. Your Child Appears to Be Coping at School

This is something I feel particularly strongly about.

Having spent 23 years working in education, I know how difficult it can be for teachers to recognise the more subtle signs of dyslexia.

In a busy classroom, teachers are managing the learning needs of many children.

They may see completed written work, satisfactory test results and a child who appears engaged.

But they don't necessarily see the effort required to produce that work.

And teachers don't always have opportunities to listen closely to every child reading individually.

This matters because written work alone doesn't always reveal the full picture.

Some children are particularly good at masking their difficulties. They may copy from others, rely on familiar vocabulary, avoid challenging words or develop strategies that help them get through lessons.

From the outside, everything appears fine.

At home, parents may see a very different child.

A child who is coping is not necessarily a child who is finding learning easy.

What If My Child's School Says They're Fine?

This is one of the most common situations I encounter as a dyslexia assessor.

Parents contact me because they feel something isn't quite right, but they've been reassured that their child is progressing as expected.

My advice is simple: trust your instincts, but gather evidence too.

You know your child in a way that their teacher cannot.

You see what happens when they read at home. You notice how long homework takes. You hear the frustration when they can't remember a word they've practised repeatedly.

Those observations are valuable.

Keep a Record of What You Notice at Home

Rather than simply telling school that your child struggles, try keeping a short record of what you're seeing.

For example:

How long does reading homework take?
Does your child regularly miss or substitute words?
Can they remember what they've just read?
Do they need instructions repeated?
How much help do they need to complete homework?
Does their confidence change when reading or writing is involved?
Are they particularly tired or upset after school?

These observations can help you have a more productive conversation with your child's teacher or SENCO.

You are not trying to prove the school wrong.

You are helping them understand a part of your child's learning experience they may not see.

When Should I Book a Dyslexia Assessment?

I don't believe every child who finds reading difficult automatically needs a diagnostic assessment.

There are many reasons why children might experience difficulties with literacy, and appropriate teaching and additional support should always be considered.

However, when a school has already provided additional support and your child is making limited progress, I believe it's time to investigate further.

Continuing with the same approaches without understanding why a child is struggling may not provide the answers you need.

A diagnostic assessment can help identify the underlying difficulties contributing to their learning challenges.

For example, two children might both struggle with reading fluency, but the reasons behind those difficulties may be different.

One child might have particular difficulties with phonological processing, while another may experience challenges with rapid naming or other aspects of language and literacy processing.

Understanding their individual profile can help inform more targeted recommendations.

Should I Wait Until My Child Falls Behind?

Not necessarily.

One of the biggest misconceptions about dyslexia is that children must be performing below expectations before their difficulties deserve attention.

Some children achieve age-expected results but require considerably more effort, time and support to do so.

Others may have strong verbal abilities that help compensate for difficulties with reading and spelling.

Their results may look reassuring, but their learning experience tells a different story.

It's important to consider both attainment and the effort required to achieve it.

And remember, schools do not need to wait for a formal dyslexia diagnosis before providing appropriate support.

What Does a Dyslexia Assessment Actually Tell You?

Many parents arrive at an assessment expecting to receive a reading age and spelling age.

They assume the assessment will simply tell them how far ahead or behind their child is compared with their peers.

But a comprehensive diagnostic dyslexia assessment goes much further than this.

Dyslexia isn't simply about how well a child reads or spells. It involves understanding the cognitive and language-processing difficulties that can affect the development of literacy skills.

During an assessment, I explore different aspects of a child's learning profile, which may include:

Phonological processing: How they recognise, remember and manipulate the sounds within spoken words.
Working memory: How they temporarily hold and work with information.
Processing speed: How efficiently they complete particular cognitive tasks.
Rapid naming: How quickly they can retrieve and name familiar information.
Reading accuracy and fluency: How accurately and efficiently they read words and connected text.
Spelling and writing: How they apply their knowledge when producing written work.
Underlying strengths: The abilities and strategies that can help support their learning.

Not every child with dyslexia will experience difficulties in all these areas, and no single score determines whether a child has dyslexia.

The important part is understanding how the different findings fit together.

Why Understanding Your Child's Learning Profile Matters

Imagine being told that your child has a reading age below their chronological age.

That tells you something about their current attainment.

But it doesn't necessarily explain why they're finding reading difficult or what type of support might help.

A comprehensive assessment looks beyond the attainment scores.

It considers patterns of strengths and difficulties, developmental history, observations from home and school, and how those difficulties affect everyday learning.

This is the information I believe parents really need.

Because identifying a difficulty is only useful if we can then understand how to support the child.

Will a Dyslexia Assessment Help My Child at School?

A diagnostic assessment can provide valuable information for both parents and teachers.

A detailed report should explain the child's learning profile and include practical recommendations that can inform support at school and at home.

Depending on the individual child, these might include:

Structured, explicit literacy teaching.
Additional opportunities to practise and consolidate skills.
Strategies to reduce unnecessary working-memory demands.
Adjustments to the way instructions are presented.
Support with reading fluency, spelling and written work.
Consideration of appropriate classroom and assessment arrangements.

An assessment doesn't automatically guarantee additional provision or examination access arrangements. Schools must consider individual needs, relevant criteria and the child's normal way of working.

However, it can provide a much clearer explanation of the difficulties a child is experiencing.

And that understanding can make an important difference.

How Long Does a Dyslexia Diagnosis Last?

This is another question parents frequently ask.

A dyslexia diagnosis is lifelong.

Dyslexia is a lifelong learning difference. Children can develop effective strategies, strengthen their literacy skills and become increasingly confident learners, but a diagnosis doesn't simply expire.

When a diagnostic assessment is completed by an appropriately qualified assessor who holds a current Assessment Practising Certificate (APC), the report provides a recognised professional assessment of the individual's learning profile.

It can remain useful throughout education and into adulthood, although updated evidence of current needs may sometimes be required for particular support arrangements or applications.

This is one reason I encourage parents to view an assessment as more than a snapshot of their child's reading and spelling.

It can provide an understanding of their learning needs that remains valuable as they grow.

Does Every Child Need a Full Dyslexia Assessment?

No.

And I think it's important to be clear about that.

As a dyslexia assessor, my role isn't to persuade every concerned parent to book a diagnostic assessment.

It's to help them understand which next step is appropriate.

For some children, further discussion with school, a review of existing support or additional literacy intervention may be the best starting point.

For younger children, a non-diagnostic learning profile assessment may help identify strengths and areas requiring support before a full diagnostic assessment is appropriate.

For others, particularly when difficulties have persisted despite additional teaching and intervention, a comprehensive diagnostic assessment may provide the clarity they need.

The decision should be based on the child's individual circumstances, not simply their age or whether they're falling behind.

My Advice to Parents Who Think Their Child May Have Dyslexia

After more than two decades in education, there is one thing I would encourage every parent to remember.

You don't have to ignore what you're seeing at home simply because your child appears to be doing fine at school.

Teachers have valuable professional knowledge, but parents see things that don't always become visible in the classroom.

If your child is exhausted after school, avoids reading, struggles to recognise words or needs considerable support with homework, those observations matter.

Start by speaking to their teacher.

Keep a record of the difficulties you're noticing.

Ask what additional support is being provided and how progress is being monitored.

And if your child continues to struggle despite that support, consider seeking advice from a qualified dyslexia assessor.

You don't need to wait until your child's confidence has deteriorated or their attainment has fallen considerably before asking questions.

How Can I Find Out Whether My Child Needs a Dyslexia Assessment?

At This is Dyslexia, I work with families who want to understand why their child is finding aspects of learning difficult.

I offer diagnostic dyslexia assessments for children aged 8 and over, alongside non-diagnostic learning profile assessments for younger children where appropriate.

Assessments are available in Canterbury, Kent, and online across the UK where suitable.

My aim is not simply to identify whether a child has dyslexia, but to help families understand their child's individual learning profile and what they can do next.

If you're concerned that your child may have dyslexia, you can start by exploring the signs and gathering information about the difficulties you're noticing.

You can also visit This is Dyslexia to find out more about assessments and the support available.

Because understanding why your child is struggling is often the first step towards helping them move forward with confidence.