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Specific Learning Disability Assessments (Dyslexia)

We conduct formal learning disability assessments for school-aged children and adults.

Learning disabilities affect the way a person takes in, remembers, understands and expresses information, and the ability to link information from diff​erent parts of the brain. Learning disabilities can affect all areas of a person’s life, not just education.

Learning disabilities are different to having a low IQ, hearing or visual problem, or lack of education. In fact, a child with a learning disability generally has an average to above average IQ, but they have difficulties with specific areas of academic achievement (e.g. reading, writing, maths).

It is important to remember that not all low achievers are learning disabled. Some children are simply slower in developing certain skills compared with other children their age. Sometimes underachieving can be a result of other emotional or personal reasons. This is another reason why it is important for the psychologist to have so much personal information if making a diagnosis

What is the Assessment Process?

Our whole assessment package includes:

Review of Background Information

Information will be gathered regarding your cognitive, developmental, medical, academic, social, family and emotional history. This information ensures a more accurate interpretation of test results.

Depending on what is being tested, other specific information may need to be gathered using additional scales, clinical interviews and observations.

 Standardised Cognitive Assessment

A cognitive assessment is conducted to determine your overall intellectual functioning and abilities. This may include assessment of:

  • Verbal Skills
  • Nonverbal/Visual Skills
  • Logical thinking
  • Problem-solving
  • Working Memory -ability to learn, attend, concentrate and remember auditory and visual information
  • Visual Processing

Standardised Academic Achievement Test

An educational test will be conducted to provide samples of your child’s academic skills in areas such as reading, spelling, written language, listening and reading comprehension, mathematics and oral language.

The achievement test results are compared to the cognitive test results to determine strengths, difficulties and level of underachievement.

Other relevant assessment tools

Not all low achieving children are learning disabled, therefore, further evaluation is required. The assessments used from this point forward depend on the areas that have been previously identified as problematic (e.g. phonological awareness skills or processing visual information).

These tests help to measure many of the underlying processes that may be contributing to underachievement. This will help to pinpoint more specifically what the problems are, and assist with a diagnosis (if relevant).

Assessment Report

The report will consist of:

  • A summary of the background information provided
  • Testing observations
  • Explanation and definition of the tests used
  • Test results
  • Interpretation of results and diagnosis (if applicable)
  • Recommendations

Recommendations and Verbal Feedback

Recommendations are provided that are evidence-based and relevant to your needs, original goals, and questions.

The results are explained to you in a way that makes them easier to comprehend.