Checklists

These checklists have pointers which can be very useful in promoting a better self-understanding and indicate future assessment needs. Keep in mind that these do not provide enough information for a diagnostic assessment and therefore should never be used to draw firm conclusions; only an assessment with a specialist will determine if any child or adult is dyslexic.

Checked June 2018

Bristol Dyslexia Centre
Online questionnaire to look for indications of dyslexia. Three questionnaires for three age groups: 5-7, 7-13, 13-adult.

‘Being Dyslexic’ online test
This will give you a good indication of any dyslexic traits you may have. In addition, throughout the site they have pulled together a vast collection of information that should help identify whether you may be dyslexic. Two helpful documents are the common signs of dyslexia in children and in adults.

British Dyslexia Association
Questions predictive of dyslexia. In order to provide the most informative checklist scores for each answer indicate the relative importance of that question. Alongside each line you can keep a tally of your score and at the end find a total.

Revised Adult Dyslexia Checklist
Provides some norms for the most relevant questions. Published in Educare (No. 48, March 1994).

Revised Adult Dyslexia Organisation screening
This checklist was developed in conjunction with Professor Tim Miles of Bangor University, UK, following empirical research by Dr Ross Cooper, Faculty of Arts and Human Sciences, London South Bank University, UK. The checklist is organized around some of the key difficulties experienced by people with dyslexia in terms of reading, spelling, memory, organization and sequencing.

A Guide for parents

This guide, illustrated by Quentin Blake was produced in 1995 by a group of parents in Brussels facing the challenges of finding the right school for their children in a new international setting after a move from one country to another.

It has proved useful as a basis for parents setting up self-help associations in new settings for visiting schools  to note in each case what facilities they offer that might match the specific learning needs of their  child,  possibly determined by an educational psychologist prior to their move.