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This resource pack offers a comprehensive suite of non-standardised assessments designed to help educators screen for potential learning difficulties associated with dyslexia and evaluate key literacy skills. Ideal for informal screening and informing differentiated instruction, these tools provide valuable insights into a student’s memory, phonics, visual discrimination, handwriting, reading fluency, and spelling abilities. Please note, these assessments are not clinically validated for diagnosing dyslexia or making official educational placements.

The pack includes:

Dyslexia Assessment (Non-Standardized): This section provides tests to screen for memory difficulties often linked with dyslexia. It includes:

• Auditory Letter Memory Assessment: Evaluates a student’s short-term memory for letters, both forwards and backwards, offering insights into working memory and attention.
• Auditory Number Memory Assessment: Assesses short-term memory capacity for numbers, both forwards and backwards, which is a common component of cognitive assessments.
• Phonics Reading Test (Nonsense Words): Utilises made-up words across two lists to assess decoding skills based on phonics rules, rather than memorisation, helping identify specific phonics gaps.
• Visual Discrimination & Tracking Assessment: Includes tasks for letter matching, reversal identification, and visual tracking with similar letters in context.
• Handwriting Assessment: Features both copying and dictation tasks to observe handwriting quality and speed.
• Reading Fluency Assessment: This non-standardised test measures oral reading fluency, focusing on accuracy and rate. It includes graded texts (Extracts One to Four) with estimated reading times and error guides for various proficiency levels (Below Average, Average, Above Average).
• Spelling Assessment (Non-Standardised): Designed to provide an approximate “spelling age” by assessing a range of spelling skills, from basic phonetics to complex morphology and irregular spellings.

All assessments emphasize their non-standardised nature and are intended for informal screening to identify specific difficulties and inform educational strategies.