How to Prepare for a Dyslexia Assessment: A Parent’s Checklist
Updated: Oct 28
Preparing for a dyslexia assessment is mainly about sharing useful background information and helping the young person feel comfortable. You do not need to teach them test questions or rehearse answers. The aim is to understand how they currently learn, including their strengths and the areas they find difficult.
Use this checklist alongside the instructions your assessor sends. Requirements vary between appointments, so check anything you are unsure about before the day.
1. Explain what you want the assessment to help you understand
Write down the main questions you would like answered. For example, is reading accurate but unusually slow? Does spelling remain difficult despite practice? Is written homework taking much longer than expected? A few specific examples are more useful than trying to decide the diagnosis yourself.
Note when the difficulties first became noticeable and whether they have changed.
Describe strengths, interests and activities the young person enjoys.
Record support already tried and what seemed to help.
Explain any particular reason for seeking assessment now.
2. Gather relevant background information
Complete the requested questionnaires and ask the assessor which documents would be useful. You do not need to delay an initial enquiry because you have not collected everything. Send personal information using the method agreed with the assessor.
Relevant school or college reports and information about existing support.
Previous assessment reports, if there are any.
A small sample of everyday reading, spelling or written-work difficulties, if requested.
Information about language background, development and any other needs that may affect participation.
Questions you would like to discuss during feedback.
Tell the assessor about relevant hearing or vision difficulties, illness, tiredness, anxiety or other circumstances that could affect the appointment. Discuss these in advance so the arrangements and timing can be considered.
3. Explain the appointment without making it feel like an exam
Use calm, straightforward language: “You will meet someone who wants to understand how you learn. There will be different activities, some easier and some harder. You can ask if you do not understand an instruction.” Avoid promising a particular result or telling the young person that they must prove they have dyslexia.
Invite them to share their own questions. Keep ordinary routines where possible, allow time to get ready and avoid a rushed journey or login. If you expect they will need particular support to settle, discuss this beforehand.
4. Check the arrangements for an online assessment
Confirm the exact equipment and materials required with your assessor rather than assuming a phone or tablet will be suitable. Follow the appointment instructions about who should be present and what help is appropriate.
Check the video link, internet connection, camera, microphone and sound in advance.
Arrange a quiet, well-lit space with a comfortable chair and a clear working surface.
Have the requested equipment ready and keep devices charged or plugged in.
Reduce interruptions and notifications during the appointment.
Agree who can help with technical problems without prompting answers.
5. Check the arrangements for a face-to-face assessment
Confirm the venue, arrival time and any materials to bring. For a home appointment, discuss a suitable quiet room and how interruptions can be reduced. For a library appointment, confirm the meeting arrangements and allow time to find the room. Bring any usual glasses or other agreed everyday equipment.
Mark’s face-to-face service is available in Bournemouth for ages 8–21, in the client’s home or a hired library room. The venue is agreed before the appointment. Online diagnostic assessments are available across the UK for ages 11–21.
6. Leave the test preparation to the assessor
There is no need to search for assessment tasks or practise specific test materials. During the appointment, let the young person give their own answers. Follow the assessor’s guidance about breaks, instructions and adult involvement. If something affects their usual performance, tell the assessor so it can be considered when interpreting the findings.
7. Know what happens afterwards
Ask when the report will arrive and how you will discuss it. Make a note of questions about the findings, recommendations and practical next steps. At Dyslexia Tests Online, the £400 diagnostic assessment includes a personalised report within seven working days and a feedback conversation.
If you need the report for a particular school, college or other purpose, discuss that before booking and check the organisation’s requirements.
Still deciding whether to book?
You can discuss your concerns with Mark during a free 15-minute introductory call. Share the young person’s age, the difficulties you have noticed and whether you are considering an online or Bournemouth appointment.