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The Dynamic Navigator Screener (DYN-S)

Unlocking Potential for Life & Work

Section 1: Introduction & Purpose

Welcome to The Dynamic Navigator Screener (DYN-S). This tool is designed to help you, and the professional supporting you, gain a clearer understanding of your strengths and any potential challenges related to reading, writing, and learning.

Who is this Screener For?

This screener is specifically for young adults aged 19-25 who may have found traditional education challenging and struggle with reading in their daily lives, work, or training.

It is managed by a professional (like a career advisor, adult education tutor, or support worker) to help guide you through the process and discuss the results.

What Will This Screener Do?

The DYN-S will help to:

Identify if your experiences align with common indicators of dyslexia.
Highlight your unique strengths and talents, which are often overlooked in traditional assessments.
Give you practical insights into how you learn best and what support strategies might be most helpful.
Guide you and your professional on next steps for support, training, or career development.

Important Information:

It is vital to understand that the DYN-S is a screening tool, not a diagnostic assessment. This means it will indicate if you have traits consistent with dyslexia and if further investigation is recommended.

A formal diagnosis of dyslexia can only be provided by a qualified specialist, such as a practitioner psychologist or a specialist teacher with an Assessment Practising Certificate.

Our Strengths-Based Approach:

We believe everyone has strengths and unique ways of thinking. This screener, in line with the Dynamic Development Plan framework, focuses on understanding your whole profile. It is not just about identifying challenges, but about recognising your resilience, practical skills, creativity, and other talents that can help you succeed in life and work.

Let us begin to explore your unique potential!

Section 2: Your Journey & Experiences

This section helps us understand your background, experiences, and how you manage things in your daily life and work now. Please ensure all relevant fields are completed or marked 'N/A' (Not Applicable).

Your Details & Contact Information

1. Full Name of Individual Being Screened:

2. Age:

3. Country of Origin (Optional):

4. Primary Language:

5. Contact Email (Optional):

6. Contact Phone (Optional):

7. Date of Screening:

8. Name of Professional Administering Screener:

9. Reason for Screening:

Why is the individual seeking this assessment now? (e.g., struggling with a course, difficulty with job applications, personal curiosity)

Health & Background Information

10. Has the individual had a recent vision and hearing check?

(Important to rule out sensory issues affecting literacy)

Yes, both checked and fine Yes, but some issues (e.g., wears glasses/hearing aid) No, not recently/unsure

11. Are there any known health conditions or medications that might affect learning or attention?

(e.g., ADHD, anxiety, chronic fatigue)

12. Is the individual currently receiving any other support for learning, mental health, or employment?

13. How did the individual hear about this screener?

Your School & Learning Experiences

14. When you were at school, did you find reading, writing, or spelling more difficult than other subjects?

Yes, often Sometimes Not really

15. Did you receive any extra help or support with your learning at school?

Yes No Not sure

16. Has anyone in your close family (parents, siblings) had similar difficulties with reading, writing, or learning?

Yes No Not sure

How Things Are Now: Daily Life & Work/Training

17. How often do you find it difficult to read everyday things?

(e.g., job application forms, instructions, road signs, bills, emails, text messages, online articles)

Always/Most of the time Often Sometimes Rarely/Never

18. How often do you find it difficult to write or spell everyday things?

(e.g., filling out forms, writing emails/messages, notes, lists, job applications)

Always/Most of the time Often Sometimes Rarely/Never

19. Do you often struggle to remember spoken instructions, names, or phone numbers?

Yes, often Sometimes Not really

20. Are you usually good at planning and organising tasks (e.g., managing work deadlines, appointments, personal documents)?

Yes, usually good I manage okay No, I often struggle

Your Strengths & What You Enjoy

21. What are you really good at, or what do you enjoy doing?

(e.g., practical tasks, art, sports, talking to people, solving problems, seeing the big picture, creativity, fixing things)

22. How do you prefer to learn new things?

(Tick all that apply)

By doing it yourself (hands-on) By seeing pictures, diagrams, or videos By listening to someone explain By reading instructions or books By discussing with others By trying to solve problems

23. Have you developed any ways to manage difficulties with reading or writing?

(e.g., asking for help, using phone spell-check, dictating messages, avoiding certain tasks)

Section 3: Practical Skills & Observations

This section involves short activities to observe how you manage reading, spelling, and other skills. The professional will guide these activities and record responses.

FOR PROFESSIONAL USE ONLY: Administer these tasks verbally and record observations/scores below. Ensure a quiet environment.

Task 1: Reading Accuracy & Fluency (Functional Text)

Instructions to Professional: Ask the individual to read the following short passage aloud. Note accuracy, speed, and any signs of effort or fatigue (e.g., re-reading, losing place). Record words read correctly per minute (WCPM) if possible, or just note observations.

"Please ensure all safety protocols are followed. Before operating any machinery, check the emergency stop button is accessible and functioning. Report any malfunctions immediately to your supervisor. Your cooperation ensures a safe working environment for everyone."

Overall Reading Accuracy & Fluency (e.g., Fast/Accurate, Moderate, Slow/Effortful):

Observations (e.g., hesitant, skipped words, good pace, visual tracking issues, fatigue):

Task 2: Spelling (Common Words & Non-words)

Instructions to Professional: Dictate the following words clearly. Ask the individual to write them down. You can repeat each word once. Provide pen and paper.

Common Words: **BUSINESS, NECESSARY, KNOWLEDGE, RECEIVE, THROUGH**

Non-words (for phonetic decoding): **BLIP, FEP, GRON, SHUG, WAP**

Number of Common Words spelled correctly (out of 5):

Number of Non-words spelled correctly (out of 5):

Observations (e.g., phonetic errors, visual errors, self-correction, very slow, avoids writing):

Task 3: Rapid Automatised Naming (RAN)

Instructions to Professional: Ask the individual to name the following items as quickly as possible, from left to right. Time them using a stopwatch. Note any hesitation or errors.

Items (e.g., Colours): **RED, BLUE, GREEN, YELLOW, BLACK, RED, GREEN, BLACK, YELLOW, BLUE**

Time taken (seconds):

Observations (e.g., slow, hesitant, errors, self-correction):

Task 4: Working Memory (Auditory)

Instructions to Professional: Read each sequence of numbers clearly ONCE. Ask the individual to repeat it back to you exactly. Start with shorter sequences and increase length if successful.

Sequences: **3-7-1, 5-9-2-8, 6-1-4-7-3**

Longest sequence repeated correctly (e.g., 3, 4, 5):

Observations (e.g., struggled with longer sequences, needed repetition, self-corrected):

Overall Observations from Professional (Optional, but highly recommended):

Note any general observations during this section: signs of frustration, fatigue, compensatory strategies used, visual tracking, engagement.

Section 4: Your Confidence & Impact

This section explores how you feel about your learning and how any challenges impact your life and goals. Your thoughts are very important here!

13. How confident do you feel about your reading skills in daily life, work, or studies?

Very low confidence Low confidence Average confidence High confidence Very high confidence

14. How confident do you feel about your writing and spelling skills in daily life, work, or studies?

Very low confidence Low confidence Average confidence High confidence Very high confidence

15. How do any difficulties with reading/writing/organisation impact your daily life, work, or future plans?

(e.g., frustration, anxiety, avoiding tasks, limiting career choices, affecting performance)

16. What strategies or tools do you currently use to manage any difficulties?

(e.g., using spell-check, text-to-speech, dictation, asking for help, breaking down tasks, visual planners)

Section 5: Findings & Recommendations

FOR PROFESSIONAL USE ONLY: Use this section to interpret findings and outline actionable recommendations based on the individual's responses and performance in previous sections.

Overall Findings & Strengths Profile:

Based on all sections, what are the key observations? What are the individual's most prominent strengths and talents? Connect these to their personal history and aspirations.

Potential Indicators of Dyslexia:

Based on the screening, are there consistent indicators of dyslexia? (Refer to specific questions/tasks from Sections 2, 3, and 4). Avoid definitive diagnosis.

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

Suggest immediate, practical strategies the individual can use in daily life, work, or studies. Focus on leveraging strengths and accommodating challenges. Examples: using speech-to-text, specific organisational tools, verbal communication.

Recommendations for Next Steps:

What should happen next? Choose one or more options below and provide details.

Recommended Next Steps: Refer to Adult Literacy / Functional Skills Course
Refer to Vocational Guidance / Career Development
Explore 'Access to Work' support (if employed/seeking work)
Recommend a formal diagnostic assessment for dyslexia
No further action/support specifically for dyslexia indicated at this time (provide other general support)
Other (please specify below)

Professional's Notes & Discussion Points:

Any additional notes for the professional, or key points to discuss with the individual during feedback.

Thank you for completing this Dyslexia Screening Tool.

Remember, this tool is designed to empower you with understanding and practical pathways for your future.

Created by Lane Anthony

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The Dynamic Navigator Screener (DYN-S)

Section 1: Introduction & Purpose

Who is this Screener For?

What Will This Screener Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Your Journey & Experiences

Your Details & Contact Information

Health & Background Information

Your School & Learning Experiences

How Things Are Now: Daily Life & Work/Training

Your Strengths & What You Enjoy

Section 3: Practical Skills & Observations

Task 1: Reading Accuracy & Fluency (Functional Text)

Task 2: Spelling (Common Words & Non-words)

Task 3: Rapid Automatised Naming (RAN)

Task 4: Working Memory (Auditory)

Section 4: Your Confidence & Impact

Section 5: Findings & Recommendations

Overall Findings & Strengths Profile:

Potential Indicators of Dyslexia:

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

Recommendations for Next Steps:

Professional's Notes & Discussion Points:

DDP Generated Report

Sign up for Newsletter

The Dynamic Navigator Screener (DYN-S)

Section 1: Introduction & Purpose

Who is this Screener For?

What Will This Screener Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Your Journey & Experiences

Your Details & Contact Information

Health & Background Information

Your School & Learning Experiences

How Things Are Now: Daily Life & Work/Training

Your Strengths & What You Enjoy

Section 3: Practical Skills & Observations

Task 1: Reading Accuracy & Fluency (Functional Text)

Task 2: Spelling (Common Words & Non-words)

Task 3: Rapid Automatised Naming (RAN)

Task 4: Working Memory (Auditory)

Section 4: Your Confidence & Impact

Section 5: Findings & Recommendations

Overall Findings & Strengths Profile:

Potential Indicators of Dyslexia:

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

Recommendations for Next Steps:

Professional's Notes & Discussion Points:

DDP Generated Report

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