ABSTRACT
Dyslexia assessments are used to determine that someone has dyslexia, and to inform an educational plan to support the individual with dyslexia – the same would be true of many assessment processes developed with a particular learning disability/difficulty in mind. Dyslexia assessments can involve a range of methods to assess a skill or identify an area of difficulty or strength. These include: standardised tests, curriculum, observations of behaviour, student self-reports about a difficulty, and parent or teacher reports. For example, in some parts of the world it is still necessary for an assessment process to provide an IQ as part of determining access to resources, despite the research evidence that this may not be useful as part of an assessment of needs related to dyslexia. It is also necessary to understand the procedures for using a screening/assessment tool. This applies to questionnaires as much as standardised tests.
