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The Dynamic Secondary Learner Screener (DSLS)

Navigating Academic Demands in Key Stage 3

Section 1: Introduction & Purpose

Welcome to The Dynamic Secondary Learner Screener (DSLS). This tool is designed for secondary educators to gain insights into a student's literacy development (ages 11-14, Years 7-9) and its impact on their academic progress across subjects.

Who is this Screening Tool For?

This screener is specifically for Secondary School Teachers, Heads of Department, SENCos, Inclusion Managers, Learning Support Workers, Students (for self-report), and Parents.

What Will This Tool Do?

The DSLS will help to:

Identify indicators of dyslexia in the context of increasing academic demands.
Highlight the student's developing strengths and how they can be leveraged for learning.
Guide effective support strategies for subject-specific learning and independent study skills.
Inform discussions for formal assessment or individualised support plans.

Important Information:

It is vital to understand that the DSLS is a screening tool, not a formal diagnostic assessment for dyslexia or any other learning difficulty. It is designed to inform support and identify the need for further investigation, not to label.

Our Strengths-Based Approach:

We believe every student has unique strengths and a developmental pathway. The DSLS focuses on identifying and utilising adolescent strengths (e.g. critical thinking, abstract reasoning, specialised interests, verbal communication) as compensatory strategies and areas of excellence. This aligns with and is a foundational component of The Dynamic Development Plan.

Let us begin to explore the student's unique potential!

Section 2: Student's Background & Educational Profile

This section helps us understand the student's background and current educational context. Please complete all relevant fields or mark 'N/A' (Not Applicable).

Student's Details & School Information

1. Student's Full Name:

2. Student's Date of Birth:

3. Current Year Group (e.g. Year 7, Year 8, Year 9):

4. Name of Teacher/Practitioner Completing Tool:

5. Date of Screening Tool Completion:

Family History & Prior Learning

6. Is there any family history of reading, writing, or learning difficulties (e.g. dyslexia)?

Yes No Not sure

7. Has the student received any previous literacy support or interventions (e.g. in Primary School)?

Yes No Not sure

General Classroom Observations (Secondary Context)

8. Describe the student's engagement and effort in reading, writing, and spelling tasks across different secondary subjects.

9. How do reading and writing difficulties impact the student's learning in specific secondary subjects (e.g. accessing textbooks, completing written assignments, note-taking)?

Section 3: Core Literacy & Cognitive Skill Observations

Observe the student during structured literacy tasks. Note their performance and any specific patterns of difficulty or strength. Use the guidance provided for each area.

FOR TEACHER/PRACTITIONER USE ONLY: Administer these tasks and record observations/notes below.

1. Academic Reading Fluency & Comprehension

Ask the student to read a short, age-appropriate academic passage (e.g. from a History or Science textbook). Note accuracy, speed, and then ask comprehension questions requiring inference or synthesis.

"The Industrial Revolution, beginning in the late 18th century, marked a profound shift in human society. Innovations in textile production and steam power led to unprecedented urbanisation and the factory system. This transformation, while boosting economic output, also presented significant social challenges, including poor working conditions and rapid population growth in cities."

Overall Reading Fluency & Comprehension:

2. Academic Spelling & Written Expression (Short Task)

Ask the student to write a short paragraph (e.g. 5-7 sentences) explaining a concept from a subject they are studying (e.g. "Explain photosynthesis" or "Describe the causes of World War One"). Observe spelling accuracy, grammar, sentence structure, and organisation of ideas. Dictate a few subject-specific words if appropriate.

Dictate (if needed): PHOTOSYNTHESIS, GOVERNMENT, ENVIRONMENT, ANALYSE, CHARACTER

Overall Spelling & Written Expression:

3. Rapid Automatised Naming (RAN) - Mixed Stimuli

Present a mixed grid of letters, numbers, and colours (e.g. 5x5 grid). Ask the student to name all items as quickly as possible, from left to right, row by row. Time them. Note any hesitation or errors.

Example Grid (Professional to create/present):

Time taken (seconds):

Observations (e.g. very slow, frequent errors, inconsistent speed, visual tracking issues):

4. Working Memory & Processing Speed (Academic Context)

Working Memory: Read a sequence of unrelated academic words (e.g. 'photosynthesis, democracy, equation'). Ask student to repeat. Processing Speed: Timed task requiring quick visual discrimination or simple mental manipulation (e.g. sorting words by category).

Overall Performance:

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

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

Section 4: Student's Strengths & Learning Preferences

Every student has unique talents! This section helps us celebrate what the student excels at and how they learn best.

1. Describe the student's cognitive strengths:

(e.g. critical thinking, abstract reasoning, strong verbal fluency, visual-spatial skills, creative problem-solving)

2. Describe the student's social-emotional strengths:

(e.g. leadership, resilience, empathy, collaboration, persistence, self-awareness)

3. How does the student prefer to learn new information or skills?

(Tick all that apply)

By doing hands-on activities/experiments By seeing pictures, diagrams, or videos By listening to someone explain By reading instructions or textbooks By discussing with others By trying to solve problems

4. Does the student show particular interest or talent in any specific areas?

(e.g. maths, music, art, sports, science, computing, drama, vocational skills)

Section 5: Academic Impact & Self-Perception

This section explores how literacy challenges impact the student's academic confidence and overall well-being in secondary school.

10. How confident does the student seem about their reading and writing skills in school?

Very low confidence Low confidence Average confidence High confidence

11. How do any difficulties with reading/writing/organisation impact the student's emotional well-being or engagement in school?

(e.g. frustration, anxiety, withdrawal, avoidance of tasks, low self-esteem, impact on specific subjects)

Section 6: Findings & Recommendations

FOR TEACHER/PRACTITIONER USE ONLY: Use this section to interpret findings and outline actionable recommendations based on the student's responses and observations.

Overall Learner Profile & Strengths:

Based on all sections, what are the student's unique strengths and preferred ways of learning?

Potential Indicators of Dyslexia (KS3 Context):

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

Immediate Classroom Strategies & Interventions (The Dynamic Development Plan in Action):

Suggest immediate, practical, and differentiated classroom strategies. Focus on leveraging strengths and providing targeted support for literacy skills across the curriculum.

Recommendations for Next Steps & Collaboration:

What should happen next? How can school and parents work together? When might further discussion with a SENCo for more in-depth assessment be beneficial?

Recommended Next Steps: Implement differentiated classroom strategies
Provide specialist literacy intervention
Explore assistive technology (e.g. text-to-speech, mind-mapping)
Discuss with SENCo for in-depth assessment
Enhance home-school collaboration
Consider exam access arrangements for internal tests
Other (please specify below)

Thank you for completing The Dynamic Secondary Learner Screener (DSLS).

This tool is designed to empower you with understanding and practical pathways for the student's future.

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The Dynamic Secondary Learner Screener (DSLS)

Section 1: Introduction & Purpose

Who is this Screening Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Student's Background & Educational Profile

Student's Details & School Information

Family History & Prior Learning

General Classroom Observations (Secondary Context)

Section 3: Core Literacy & Cognitive Skill Observations

1. Academic Reading Fluency & Comprehension

2. Academic Spelling & Written Expression (Short Task)

3. Rapid Automatised Naming (RAN) - Mixed Stimuli

4. Working Memory & Processing Speed (Academic Context)

Section 4: Student's Strengths & Learning Preferences

Section 5: Academic Impact & Self-Perception

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS3 Context):

Immediate Classroom Strategies & Interventions (The Dynamic Development Plan in Action):

Recommendations for Next Steps & Collaboration:

DDP Generated Report

Sign up for Newsletter

The Dynamic Secondary Learner Screener (DSLS)

Section 1: Introduction & Purpose

Who is this Screening Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Student's Background & Educational Profile

Student's Details & School Information

Family History & Prior Learning

General Classroom Observations (Secondary Context)

Section 3: Core Literacy & Cognitive Skill Observations

1. Academic Reading Fluency & Comprehension

2. Academic Spelling & Written Expression (Short Task)

3. Rapid Automatised Naming (RAN) - Mixed Stimuli

4. Working Memory & Processing Speed (Academic Context)

Section 4: Student's Strengths & Learning Preferences

Section 5: Academic Impact & Self-Perception

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS3 Context):

Immediate Classroom Strategies & Interventions (The Dynamic Development Plan in Action):

Recommendations for Next Steps & Collaboration:

DDP Generated Report

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