Frequently Asked Questions

Dyslexia can present differently in every child.

Some common indicators include difficulties with reading fluency, spelling, written expression, phonological awareness, working memory and processing speed. Children may also find it difficult to remember sequences, follow instructions or retrieve information quickly.

Some children may have strengths in other areas, such as creative thinking, problem-solving or practical activities. An assessment can help explore your child’s individual pattern of strengths and difficulties.

Yes. Repeated challenges at school can affect confidence. Support that recognises a child’s strengths as well as their needs can make a meaningful difference.

Horizon Dyslexia IOM offers private dyslexia assessments for children aged 8–15 (inclusive).

By this age, children have usually had sufficient experience of formal literacy teaching for their reading, spelling and underlying processing skills to be explored through standardized assessment.

Assessments are for children experiencing persistent literacy or learning challenges, or for families seeking a clearer understanding of how their child learns.

The assessment usually takes approximately 3–4 hours. This is normally completed in one session, although occasionally two sessions may be arranged depending on your child’s individual needs and circumstances. Breaks are provided throughout the assessment as needed.

Background information is gathered from you and your child’s school. Your child will then complete a range of individual assessments exploring reading, spelling, writing, language, reasoning, working memory and processing speed, with breaks and encouragement throughout.

Yes. With your consent, information will be requested from your child’s school about their progress, learning needs and any support already in place. This helps build a clearer picture of your child’s learning profile.

No. A diagnosis depends on the evidence gathered from background information, assessment results and observations.

Whatever the outcome, you will receive a detailed, personalised report explaining your child’s strengths and areas of difficulty, with practical recommendations to support their learning.

Yes. A recent eye examination, completed within the last two years, is required before the assessment.

This helps establish whether any difficulties with vision may be contributing to your child’s reading or learning difficulties. If there are concerns about visual difficulties, further assessment may be recommended where appropriate.

Your child only needs to bring a bottle of water and a small snack.

For assessments lasting 3–4 hours, there will be a lunch break. Older children may be able to complete the assessment in one session, at the assessor’s discretion.

Please also bring any glasses your child normally wears for reading or schoolwork.

Yes. Dyslexia can occur alongside ADHD and other learning differences.

Any existing diagnoses or assessment reports can be shared and will be considered as part of the assessment to help build a clearer picture of your child’s individual learning profile.

The results are considered alongside background information and observations. You will receive a detailed written report outlining your child’s strengths, areas of difficulty and personalised recommendations for support at home and school.

For Year 10 pupils, an exam access arrangements assessment may be carried out alongside the dyslexia assessment.

If you would like this, please ask the school to contact Horizon before the assessment. The school must complete Part 1 of the relevant JCQ Form 8, including information about your child’s difficulties and normal way of working, before the assessment takes place.

You can contact Horizon Dyslexia IOM using the online enquiry form or by email: horizondyslexiaiom@gmail.com.

If you would prefer to discuss your concerns before making a decision, you can request a telephone conversation. This provides an opportunity to ask questions, explain your concerns and find out more about the assessment process.