A Day in the Life of a Dyslexia Assessor

Article by Kate Sutton – Dyslexia Assessor

Being a dyslexia assessor is a highly rewarding profession that offers the opportunity to change lives by identifying specific learning challenges and guiding individuals toward appropriate support.

Kate Sutton is a dyslexia assessor and senior lecturer who has worked in education for over twenty-four years. She is an APC reviewer for The Dyslexia Guild and also tutors on Real Training’s Dyslexia Professional Report Writing Course, part of the route to becoming an APC-holding dyslexia assessor with Dyslexia Action.

In his article, she walks us through what happens in the run-up to an assessment, how she likes to prepare and what typically happens afterwards as she writes dyslexia reports and communicates with teachers and parents.

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Changing lives through the ‘art’ of good assessment practice

   
For those unfamiliar with this role, you might picture a typical day full of quiet assessments and paperwork, but in reality, it’s a vibrant, dynamic job with a deep personal impact on each individual. The role of an assessor brings so much support and closure to an individual and their families. 

Contrary to common belief, a career in dyslexia assessment is not just about running tests and writing reports; it’s about changing lives. Many clients leave the assessment feeling validated for the first time, often after years of confusion and frustration. It’s a role that requires patience, empathy, and a deep understanding of learning differences. You get to witness first-hand the relief that comes with a diagnosis. That moment when a child who has been labelled as ‘lazy’ throughout school finally understands why reading has been so hard. You can start to help them picture a new pathway ahead with the support of meaningful adjustments. The emotional rewards of this career are profound.

Here’s a glimpse into what a day in the life of a dyslexia assessor working with under sixteens looks like, including some of the run-up to that important assessment day.

Two weeks before the assessment

I send a referral form to the client’s parents and a visual screener questionnaire. We agree a date for the assessment, as well as feedback time for the teacher and parent. A room is booked in the client’s setting of choice, as well as a reserved parking space. There is nothing worse than being late for an assessment because there is nowhere to park locally! I then send an invoice with the agreed cost and payment schedule. 

One week before the assessment 

I check that all referral paperwork has been returned and that there are no significant issues that need addressing, such as not having had an eyesight test. Often at this point, there is a need to ‘chase’ the paperwork from either the client or their school.

The night before

You guessed it – another paperwork check! I’m also looking through the testing kit to make sure it has everything in it – all manuals, testing apparatus and examiner forms. I also need my ID (identification) and DBS (Disclosure and Barring Service) forms – a must to be allowed into many settings. I make myself a packed lunch and drink as most settings don’t have a facility where you can buy this. I’ll do a quick check of the journey time on my sat-nav before turning in for the night. 

7.30 AM – Travel, morning preparation and observations

As soon as I arrive I take a quick look at the allocated room. Often you are asked to work in a very small space that is not ideal. As an experienced assessor, I now feel confident asking for a change of room if it is not suitable.

Being offered the disused changing room, the PE kit storage room or the computer server office to work in is not acceptable and ultimately won’t make the child or young person who is being assessed feel respected, focused or calm.

If I’m given the opportunity, I’ll also observe them in class which usually happens in the morning before the assessment starts. It can be very insightful to see how the child responds to their surroundings and engages in learning tasks.

9:00 AM – First assessment of the day

My client arrives. It is useful for them to bring some class books with them so that I can see how they perform in class-based tasks. The session usually starts with a relaxed conversation. Finding out all the small things can really make a difference in an assessment; what they feel their strengths and difficulties are, what works for them, what their aspirations and passions are.

When I’m writing an assessment, these glimpses into who they are as a person really help the report become personal to them rather than a clinical-sounding document that could be written about anyone. Dyslexia assessments can feel intimidating, so I always aim to create a calming environment and explain the process clearly.

9.30 AM – Cognitive and attainment testing

This involves a series of standardised tests that measure various cognitive abilities, such as working memory, phonological awareness, and processing speed, followed up by a range of attainment tests relating to literacy skills.

During the testing, the assessor closely observes behaviours—how the person approaches tasks, whether they hesitate, rush, or become frustrated. These subtle observations can provide valuable insights into how dyslexia manifests for each individual. This qualitative information can be used in the report which again gives it that personal feel. 

Some parts of the assessment are timed, while others allow individuals to take their time, which is often revealing in terms of how they cope under pressure versus working at their own pace. As an experienced assessor this has become almost second nature to me, but for new assessors, using the testing kits and conducting the timed tests can be difficult to complete smoothly and confidently.
  
Familiarity with all the testing products is key, with relevant pages of manuals clearly marked for ease of use, as a reliable digital timer, a set of pens and pencils and a clear plan for the order in which you will assess the client. In my early days of assessing I would highlight the parts of the examiner test booklet with the key points such as when to start the testing, where to stop and any reverse rules that can be applied as well as the scripts to read. The client will pick up on any nerves that the assessor has so it is important to have a confident delivery.

11.00 AM – Break

A morning break is a useful chance for the client (and me!) to relax and refuel.

11.30 AM – Cognitive and attainment testing

Testing resumes. 

1.00 PM – Lunch and reflection

I spend this time reflecting on the morning sessions and catching up on administrative tasks, such as inputting initial notes and observations into reports and scoring the papers using the manuals. 

Dyslexia assessors often need to think deeply about the patterns emerging in their clients’ test results. This break provides a chance to consider what recommendations may be necessary in terms of support, such as extra time in exams, specific learning strategies, or referrals to additional specialists like educational psychologists.

2.00 PM – Consultation with a teacher and/or parent

A key part of the role is communication. After assessment with a child, the next step often involves speaking with their teacher or parents. I always try to explain the findings in a clear, jargon-free way, offering reassurance and advice on how to move forward. Teachers might want practical suggestions on how to adjust their teaching methods, while parents are often eager to know how they can support their child at home.

This collaboration is essential to ensure that the child receives holistic support across all areas of their life, not just in the classroom.

2.30 PM – Travel home

3.30 PM – Scoring

Some assessors may start writing the report the same day, it is a personal preference. The routine that is embedded now for me as an assessor is that I score the assessments fully on the day and input the scores into a spreadsheet. This makes it feel like there is less work to do when I come to write the report.

4.30 PM – Wrapping up the day

The day finishes with a review of tomorrow’s schedule, followed by responding to emails.

The next day – Report writing and recommendations

Each assessment requires a detailed, thorough evaluation. This involves analysing test results, comparing them to age-based norms, and compiling the insights gathered throughout the day. A significant portion of my time is dedicated to writing these reports. The report may be with that individual for the rest of their life and as such needs to not only be professionally accurate but also a true reflection of the individual, with strategies to help them be successful. By the end of the report, the assessor has spent hours unlocking potential, helping people better understand their unique abilities, and creating pathways to improved learning experiences.

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Train to become a Dyslexia Assessor

If you’re interested in a rewarding career as a dyslexia assessor explore our guidance on how to become a dyslexia assessor and start making a difference today. Julie Trisnan, Senior Account Executive at Dyslexia Action, has created a short video that explains all your options based on your qualifications and experience.

About Kate Sutton

Kate Sutton is a dyslexia assessor and senior university lecturer in dyslexia who has worked in education for over twenty-four years. She has held teaching, SENCo and other senior leadership roles within secondary schools and also worked as a Teacher Advisor for Barnsley Local Authority. She received a late diagnosis of dyslexia in adulthood, which encouraged her to focus on helping others in this specific area of need, going on to train to become a specialist teacher and assessor.