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UK-Based Comprehensive Dyslexia Screening Tool for Adults (25+)

Professional & Personal Pathways Edition

Section 1: Introduction & Purpose

Welcome to this Comprehensive Dyslexia Screening Tool for Adults. 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 in your professional and personal life.

Who is this Screening Tool For?

This screener is specifically for adults aged 25 and over who are seeking clarity regarding potential dyslexic traits and wish to explore tailored support or strategies for their careers, further education, or daily living.

It is managed by a professional (e.g., HR professional, career development specialist, higher education support staff, or healthcare provider) to help guide you through the process and discuss the results.

What Will This Tool Do?

This tool will help to:

Identify if your experiences align with common indicators of dyslexia.
Acknowledge your developed strengths and coping mechanisms from years of experience.
Provide practical insights into how you learn best and what support strategies might be most effective in adult contexts.
Guide you and your professional on next steps for formal assessment, workplace adjustments, or professional development.

Important Information:

It is vital to understand that this is a screening tool, not a formal 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 Background & Life Journey

This section helps us understand your personal history 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 & Current Status

1. Full Name:

2. Age:

3. What is the highest qualification you have achieved?

4. What is your current main activity?

Working (employed/self-employed) Unemployed (seeking work) Student (Higher Education/Further Education) Other (please specify)

Early Life & Educational History

5. As a child, did you find reading, writing, or spelling more difficult than other subjects?

Yes, often Sometimes Not really

6. Did you receive any extra help, support, or special arrangements for your learning at school or college?

Yes No Not sure

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

Yes No Not sure

Current Challenges (Self-Report)

8. How often do you find it difficult to read in your daily life, work, or studies?

(e.g., professional reports, complex emails, lengthy documents, academic papers, books for pleasure)

Always/Most of the time Often Sometimes Rarely/Never

9. How often do you find it difficult to write or spell in your daily life, work, or studies?

(e.g., professional communications, reports, essays, detailed note-taking, organising thoughts on paper)

Always/Most of the time Often Sometimes Rarely/Never

10. Do you often struggle with organisation, time management, or remembering complex instructions?

(e.g., managing project deadlines, prioritising tasks, recalling multi-step verbal instructions in meetings)

Yes, often Sometimes Not really

Your Strengths & Adaptive Strategies

11. What are your key strengths, talents, or what do you genuinely excel at in your professional or personal life?

(e.g., strategic thinking, creative problem-solving, visual/3D thinking, strong verbal communication, leadership, empathy, practical application)

12. How do you prefer to learn new information or develop new skills?

(Tick all that apply)

By doing it yourself (hands-on/practical) By seeing pictures, diagrams, or videos By listening to someone explain By reading instructions or complex documents By discussing with colleagues or mentors By tackling real-world problems

13. What strategies or tools have you developed over time to manage any difficulties with reading, writing, or organisation?

(e.g., using professional software, dictation, delegating tasks, proofreaders, advanced organisational apps, verbalising thoughts)

Section 3: Cognitive & Attainment Indicators (Professional Observations)

This section involves short activities to observe how you manage specific cognitive and literacy 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 Efficiency & Comprehension (Professional Text)

Instructions to Professional: Ask the individual to read the following short passage (e.g., from a business memo or technical instruction) aloud or silently. Note speed, accuracy, and then ask comprehension questions. Focus on understanding complex ideas.

"Effective project management necessitates a clear delineation of responsibilities and a robust communication framework. Adherence to iterative development cycles can significantly mitigate unforeseen complexities, ensuring timely delivery and stakeholder satisfaction. Regular feedback loops are paramount for continuous improvement and adaptation."

Overall Reading Efficiency (e.g., Fast/Accurate, Moderate, Slow/Effortful):

Comprehension Questions (e.g., "What is essential for effective project management?"):

Observations (e.g., re-read, struggled with specific vocabulary, good understanding despite slow reading):

Task 2: Spelling & Written Expression (Short Task)

Instructions to Professional: Ask the individual to write a short paragraph (e.g., 3-4 sentences) describing their ideal job or a recent work project. Dictate a few complex words to embed in the paragraph if they don't use them naturally.

Dictate (if needed): **ACCOMMODATION, NECESSARILY, ENVIRONMENT, ANALYSE, STRATEGY**

Observations (e.g., spelling errors, grammar, sentence structure, organisation of thoughts, speed, reliance on self-correction):

Task 3: Rapid Automatised Naming (RAN) - Advanced

Instructions to Professional: Present a mixed grid of letters, numbers, and colours (e.g., 5x5 grid). Ask the individual to name all items as quickly as possible, from left to right, row by row. Time them. Note any hesitations, errors, or self-corrections.

Example Grid (Professional to create/present):

Time taken (seconds):

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

Task 4: Working Memory (Verbal & Visual-Spatial)

Instructions to Professional: Read multi-step instructions clearly ONCE. Ask the individual to carry them out. For visual-spatial, provide a simple map/diagram and ask them to trace a route or identify landmarks after a brief look.

Verbal Example: "Go to the whiteboard, pick up the blue marker, draw a circle, and then put the marker back in the tray."

Visual-Spatial Example: (Present simple map) "Point to the library, then trace the shortest path to the cafe, and tell me what building is next to the park."

Performance on Memory Tasks (e.g., All correct, struggled with multi-step, strong visual memory, weak auditory memory):

Observations (e.g., asked for repeat, missed steps, needed visual cues, easily distracted):

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

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

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!

17. 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

18. 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

19. 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, impact on self-esteem)

20. What are your main goals for the future, in your career, studies, or personal life?

(e.g., career progression, specific qualification, starting a business, improving personal administration)

21. What kind of help or support do you think would help you most to achieve your goals?

(e.g., specialist coaching, assistive technology, workplace adjustments, specific training, time management strategies)

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 training. 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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UK-Based Comprehensive Dyslexia Screening Tool for Adults (25+)

Section 1: Introduction & Purpose

Who is this Screening Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Your Background & Life Journey

Your Details & Current Status

Early Life & Educational History

Current Challenges (Self-Report)

Your Strengths & Adaptive Strategies

Section 3: Cognitive & Attainment Indicators (Professional Observations)

Task 1: Reading Efficiency & Comprehension (Professional Text)

Task 2: Spelling & Written Expression (Short Task)

Task 3: Rapid Automatised Naming (RAN) - Advanced

Task 4: Working Memory (Verbal & Visual-Spatial)

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

UK-Based Comprehensive Dyslexia Screening Tool for Adults (25+)

Section 1: Introduction & Purpose

Who is this Screening Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Your Background & Life Journey

Your Details & Current Status

Early Life & Educational History

Current Challenges (Self-Report)

Your Strengths & Adaptive Strategies

Section 3: Cognitive & Attainment Indicators (Professional Observations)

Task 1: Reading Efficiency & Comprehension (Professional Text)

Task 2: Spelling & Written Expression (Short Task)

Task 3: Rapid Automatised Naming (RAN) - Advanced

Task 4: Working Memory (Verbal & Visual-Spatial)

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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