4.1. How is dyslexia identified?

Dyslexia and assessment

Within the inclusive ‘needs led’ Scottish educational context - the ‘label’ of dyslexia is not in itself required in order for resources or support to be made available for learners. However, it is equally important to understand that the label of dyslexia can be very valuable to the learner and their family in terms of the learner’s sense of self and gaining understanding from others.

The identification of dyslexia in local authority schools across Scotland takes place within individual authorities’ staged levels of intervention processes. Section 1 of this module provides an overview of the Staged Levels of Intervention. Information on this process in each local authority should be publicly available on their website.

The assessment of dyslexia in children and young people should be:

• A process rather than an end product. The information provided during the assessment process should support the learner’s next steps for learning.
• A holistic and collaborative process that takes place over a period of time, drawing on a range of observational and assessment methods. This approach reflects the ‘identification pathway’ within the Addressing Dyslexia Toolkit shown below.

The identification process for dyslexia can include the following:

• Observations –nursery/school and information from home
• Consultation with the pupil, staff and family
• Examples of free writing
• Reading comprehension levels
• Chronological reading and spelling – (if appropriate)
• Assessment of phonological awareness and processing skills
• Use of appropriate assessments – motor skills, organisation, visual perceptions.

A single standardised assessment or a screener on its own is not considered an appropriate process to identify dyslexia. While the information can be helpful it must be recognised that it reflects a snapshot in time and that it cannot provide the in-depth analysis and quality of a learner centred holistic assessment which involves school staff, partners, the family and importantly the learner themselves.  Assessment acknowledges that children and young people develop as a result of an interaction between themselves and their environment.