An APC is the gold standard for dyslexia assessors, and illustrates a commitment to ongoing training as a dyslexia assessor. Assessments that have been conducted by an assessor with an APC may be used for DSA (Disabled Students Allowance) purposes.

The assessment costs £510. This is inclusive of gathering the background information, a comprehensive assessment, and an in-depth report. The assessment will include confirmation of the diagnostic outcome. Please note that not all assessments will result in a dyslexia diagnosis.

The dyslexia assessment can take place either at my home in Gerrards Cross, or your child's school (with your school's agreement). Areas I cover include: Buckinghamshire, Gerrards Cross. Chalfont. St. Peter. Chalfont. St. Giles. Amersham. Marlow, Beaconsfield.

First of all, I will gather information from the family or carer of the child, and the child's school. This will help me form a holistic view of the child. On the day of the assessment, I will conduct tests that help me form a view of the child's: - underlying ability - working memory - phonological awareness - processing speed - handwriting speed and legibility - spelling - reading (accuracy and speed) I then combine the results of the tests with the background information to write a comprehensive report that contains the child's strengths and weaknesses, recommendations for the school and at home, as well as confirmation of a diagnosis (if there is one). The report may also include referrals to other specialists. As I hold an Assessment Practising Certificate, the report may also be used for Disabled Students Allowance (DSA) purposes.

A dyslexia assessment can: - help the child and their family understand why the child is not reaching their full potential at school. - provide a formal diagnosis of dyslexia (where applicable). - provide a comprehensive report of the child's strengths and weaknesses, along with personalised recommendations detailing how to support the child. - be used as evidence for Disabled Students Allowance.

The British Dyslexia Association (BDA) has adopted the Rose (2009) definition of dyslexia: Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. In addition to these characteristics: The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills. BDA (2010)

No. If your child is having difficulties with reading and spelling, then you should seek support for them as soon as possible. Early intervention is key, and you do not need to wait for a diagnosis before your child gets support.

Bucks Dyslexia does dyslexia assessments for children aged 8-15 years of age.

Age 8 onwards is a good age to get your child assessed. You will have information from your child’s early years development such as any difficulties they had writing their name, and their ability to sequence the alphabet using letters. You will also know if they had any difficulties remembering nursery rhythms. When the child is 8 years old, you will have a more solid view of your child’s reading and writing skills, primarily noting difficulties with reading and writing skills. However, it is important to note that dyslexia is less apparent in high-ability children during the primary years as they are often able to read and spell at the same level as their peers, successfully using their strengths to compensate for any underlying weaknesses they may have when they are working at this level. Therefore signs of dyslexia may be more subtle with high-ability children during the primary years.