Supporting Confident Learners: Knowing When to Assess for Dyslexia

To do or not to do?

Dyslexia is defined, both in New Zealand and internationally, as a persistent reading difficulty. Knowing when to seek a psychological assessment can feel uncertain, particularly when individuals are already receiving extra support. However, there are several clear signposts that suggest a more thorough psychological assessment may be helpful.

Ongoing Difficulties With Reading and Writing

If you or your child experiences continuing difficulties with word recognition, sounding words out, or reading fluently, this may indicate an underlying reading difficulty such as dyslexia. Reading may feel slow, effortful or tiring, and spelling and writing can remain challenging despite targeted intervention and support.

When progress in reading and writing plateaus at any stage of development, this is a strong indicator that further assessment is warranted. A psychological assessment allows for a deeper exploration of the cognitive, oral language, and literacy-based skills that underpin literacy development. With this additional information, learning difficulties can be more better understood and educational planning can be more effectively tailored to the individual’s needs.

Emotional Impact and Avoidance

Another important signpost is the emotional experience associated with literacy-based activities. If reading and writing regularly lead to frustration, stress or avoidance, this may suggest that the individual is working much harder than their peers just to keep up.

Over time, these experiences can negatively affect self-belief, confidence and motivation. When learning begins to impact wellbeing in this way, it is often helpful to take a closer look at what is happening beneath the surface through psychological assessment.

Family History of Dyslexia

Dyslexia often runs in families. If reading and writing difficulties occur alongside a family history of dyslexia, this further supports the case for a formal assessment. Understanding whether dyslexia is present can bring clarity and help guide more effective and affirming support.

Teacher Concerns

Teachers are well placed to notice patterns of difficulty in the classroom. If a teacher has raised concerns about a student’s reading, spelling or written work, this is another clear signpost that an educational psychologist may need to take a deeper look.

More Than a Diagnosis

A dyslexia assessment is about much more than assigning a label. The overarching aim is to understand how an individual best interacts with learning and the world around them. A well-conducted assessment builds a sense of competence, confidence, and self-efficacy in the learner — both at school and at home.

By using a strength-based model for assessment, while areas of difficulty are explored, the assessment process is shaped to be practical, affirming and empowering for the client and those around them.

Considering an Assessment?

If, after reading this, you feel that now may be the right time to further explore an assessment for reading difficulties, please feel free to get in touch.