Understanding a dyslexia assessment report

Until February 2025, people who had been assessed for a specific learning difficulty (SpLD)

in literacy, also known as dyslexia, had their assessment results compared to the definition of dyslexia given by Jim Rose in the Rose report (2009). Since then, a new definition formed by a review of evidence from a wide range of experts, has given rise to the Delphi Definition. The Delphi Definition is now used to map an individual’s presentation during a dyslexia assessment to decide whether a diagnosis is given.

In June 2025, the Specific learning difficulties Assessment Standards Committee (SASC) (an organisation who agree the standards that assessors work to), introduced a new report format for SpLD Assessments. The new report format is mandatory from 1st January 2027, but until then assessment reports can be issued in either the previous or new format. If a report is issued in the old format, it will have an overview at the beginning of the report which is designed to be detachable from the main body of the report. The overview summarises the key findings from the report including how any underlying difficulties impact the individual’s literacy ability. It concludes with the diagnostic outcome where the learner’s profile is compared to the definition of dyslexia, stating whether a diagnosis has been given, followed by some key recommendations to support the learner. The main body of the report contains the background information and current situation. It then goes through each test in turn, explaining the individual’s results. First the underlying ability tests look at the learner’s skills in language, verbal and visual problem solving and spatial awareness. It then looks at their phonological processing and working memory skills. Next, the report details the reading and writing attainment with consideration to findings from the underlying ability tests. The report ends with a confirmation of the diagnostic decision, followed by up to 3 pages of recommendations for how to support the learner in the short, medium and long term. The appendices contain further information about the tests used, the definition of dyslexia referred to and a table which clearly shows where the learner’s scores fall on each of the tests.

The new report format, which many assessors have already moved to using, contains similar information to the previous reports. However, the new format is designed to be more flexible to focus on the specific needs of the individual. There is no detachable overview, but instead, a diagnostic decision section which incorporates the reason for the assessment, diagnostic outcome (profile mapped to Delphi definition of dyslexia) and key action points for the individual. Prior to the assessment, the assessor will use detailed background information to determine the best tests to use to give a clear understanding of the learners strengths and difficulties. SASC state a list of ‘core’ and ‘optional’ tests which allow assessors the flexibility to investigate the learners individual learning profile. The assessment results can then be reported in a sequence that best fits the findings of the learner’s profile. Sections include ‘language and reasoning’, which looks at the individual’s ability to understand and work with language; ‘cognitive presentation’, which includes areas such as memory, attention and speed of processing, and ‘attainment’ which is the reading, writing, spelling and (where appropriate) maths tests. The report finishes with the same set of recommendations and appendices as in the previous reporting style. Benefits of the new report format for families is that the content should be more easily accessible that fully reflects the learner’s profile. There is also one report format for any age, unlike the previous format which used a different structure for post 16 learners compared to younger children.

Finally, it should be noted that, regardless of the report format, assessment results still stand. Therefore, there is no need to consider another assessment if a report was issued in the previous format, or the Rose definition of dyslexia was used. A formal diagnosis does not expire, and the assessment report can be used throughout a person's life in education and the workplace for support, and to help inform exam access arrangements.