Frequently asked questions

We recommend waiting until at least 8 years of age. The reason for this is that some young children develop at a different rate, and it is important to rule out developmental immaturity or other issues (medical, etc) prior to diagnosing dyslexia.

Dyslexia cannot always be diagnosed in an assessment. However, all reports include a detailed examination of the individual’s strengths and weaknesses of a learner’s profile and include a section with a clear list of strategies, interventions, and suggested support.  Sometimes a referral is made for further assessment by a psychologist, occupational therapist, or GP.

I understand that you want to be involved in your child’s assessment process, and I appreciate your support. However, it’s essential for assessments to be conducted in an environment where the most accurate and unbiased results can be obtained.

I ask parents not to be present during an assessment for the following reasons:

• Your child’s performance can be influenced by your presence, which might affect their ability to concentrate and respond naturally to the tasks.
• Children often feel more comfortable and independent when working directly with an assessor. This can help them engage more fully with the tasks.
• It is crucial to observe your child’s natural behaviours and responses. Having parents in the room can unintentionally lead to prompts or cues that might influence the assessment outcomes.

When attending an assessment, parents are able to stay for the duration of the assessment in my small waiting room, or many parents take advantage of local Area. It is just a short walk from the beautiful Bedford Embankment, Town Centre or Castle Road shops and cafes.

I am fully certified with an Enhanced DBS, full public liability and professional indemnity insurance.

Yes. The road is a one-way street, so please be mindful of this, but there is plenty of FREE on-street parking.

If undertaken by a fully qualified assessor with a current APC, like Louise, a full diagnostic assessment for a specific learning difficulty (which includes dyslexia) undertaken at any age lasts a lifetime. It is a legal document which can be used to support an application for Access Arrangements during your child’s time in school, an application for Disabled Students Allowance (DSA) when they transition to university, and reasonable adjustments in the workplace.

The APC indicates the assessor has undertaken a high standard of training and that regular CPD is undertaken. Louise holds an AMBDA status with the British Dyslexia Association and an APC with PATOSS (certificate number 500003561-FLI10859).

A full diagnostic assessment is an in-depth process, typically lasting around 3 hours, designed to determine whether dyslexia is present and to provide a complete understanding of the learner’s profile. This includes identifying both strengths and areas of difficulty. The assessment begins with the collection of background information, such as developmental history and input from the learner’s educational setting, to ensure a thorough understanding of their needs.

Depending on the age of the learner, the assessment provides practical and detailed recommendations for support strategies at school, at home, and in future education or work settings, including guidance for further and higher education.

The Assessment explores:

Underlying ability

Memory

Phonological awareness (understanding and manipulation of speech sounds)

Processing speed

Reading

Spelling

Writing

Handwriting

You will receive a detailed report (typically 25–30 pages) electronically within 15 working days. This report includes:

• A summary of the learner’s strengths and challenges
• Test results with clear explanations
• A diagnosis, if applicable
• Tailored recommendations for intervention, accommodations, and strategies to support the learner’s success
• In some cases, a supporting letter for onward referral to another professional

A Learning Profile Assessment is designed for younger learners who may not yet be ready for a formal diagnostic assessment. It is also suitable for identifying practical barriers to learning and targeting interventions more effectively. Lasting around 1 ½ hours, this assessment provides a comprehensive understanding of the learner’s strengths and areas of difficulty, offering insights into the challenges they currently face and strategies to overcome them. While it does not provide a formal diagnosis, it delivers valuable recommendations to support learning in the school years ahead.  Depending on the age of the learner, the assessment includes some psychometric testing and some informal testing.  The shorter report contains descriptions of the learner’s strengths and weaknesses, test results where applicable, conclusions about current barriers to learning and current successes, and recommendations for school, home and intervention.