Dyslexia Screener


From dyslexia jokes to the many documented strengths recently supported in research and the media, having dyslexia has become a “cool” badge that many now proudly display. Because of this recent change of heart, people are continually disclosing to me that they are a self-diagnosed dyslexic that slipped through the system.  Additionally, parents are now openly embracing this label, and with a formal testing and diagnosis in hand, students can receive “reasonable accommodations” that can help them to actualize their true potential. If you've wondered if you or your child may have dyslexia, you may also wonder what you should do first.

The Steps to Determine a Diagnosis of Dyslexia and Acquiring Accommodations

    1. Soon you will be able to experience my dyslexia type screener (DLTS). This quick, online evaluation can be administered and scored by a parent/guardian, teacher, or taken by the individual who may have dyslexia. This will help to determine whether there is enough symptomology to warrant formal testing. 
    2. Pursue formal testing through the local school for students 18 and under. For older individuals or testing outside the school system, one can find a professional that can administer the needed tests.  One place to find these specialists is through the International Dyslexia Association provider directory. Please note, that if the individual in question does not require educational or workplace accommodations of any kind, then my Phonics Assessment for Reading and Targeted Support can be used as a remedial evaluation.  
    3. After a formal diagnosis has been determined and properly documented, one can contact their local school or workplace and request a meeting to determine “reasonable accommodations.”
    Happy student with dyslexia resources

      More About My Dyslexia Screener:

      The Dyslexia Type Screener (DLTS) is a diagnostic tool or initial screening purposes. It’s designed to identify various types of dyslexia, including Auditory Phonological, Visual-Perceptual, Visual-Surface, Rapid Naming, Attention-Related, Mixed, Double Deficit, Developmental Primary, and Acquired Dyslexia, while also evaluating working memory and advanced language skills.

      For those seeking deeper insights,

      Dyslexia Workshop