Background and context
This may include the concerns raised, school history, previous support, and information from parents or school.
Resource
Understanding the report
A good assessment report should help you understand your child, not leave you with a folder of technical language. It should explain the pattern of strengths, difficulties, and practical next steps.
What the report is for
The report brings together background information, assessment findings, interpretation, and recommendations. It is written to support conversations at home and in school.
- To explain the learner's literacy profile in plain language.
- To identify strengths as well as areas of difficulty.
- To describe whether the evidence is consistent with dyslexia, where appropriate.
- To recommend support strategies for home and school.
- To help parents, carers, and school staff make informed decisions.
Sections you may see
Reports vary, but a diagnostic assessment report commonly includes information about background, literacy skills, related cognitive skills, interpretation, and recommendations.
Assessment findings
This explains what the tasks showed across areas such as reading, spelling, writing, memory, processing speed, and phonological skills.
Interpretation
This is where the pattern is brought together. If the evidence supports dyslexia, the report should explain why.
Recommendations
These should be practical and relevant to the learner, not a generic list that could apply to any child.
How to use the findings well
The most useful reports become part of planning. They help adults understand which tasks are hard, which support is likely to be useful, and how to talk about learning needs with care.
Keep the language balanced
Children benefit from hearing that difficulties are real and supportable, while their strengths still matter. A report should never be used to lower expectations or define a child by a label.
What a report cannot promise
A report can provide professional findings and recommendations. It cannot guarantee a particular school response, access arrangements, funding, or provision.
- School decisions depend on school policies, evidence, and the learner's current needs.
- Access arrangements have their own rules and must reflect normal classroom practice.
- Recommendations should guide support, but they are not a guarantee that every suggestion will be available.
- If dyslexia is not identified, the report can still help explain what support may be needed.
Need a report that school can use?
Jen's Diagnostic Dyslexia Assessment for ages 8 to 16 includes a written report with findings and recommendations. You can call 07834 904079 or email leapdyslexiaservices@gmail.com.