Experienced dyslexia assessor Kate Sutton on finding the sweet spot between too early and not early enough.
Dyslexia is a specific learning disability that affects a person’s ability to read, spell, and sometimes write, despite adequate instruction. For parents and educators, one of the most important questions is what age should we assess for dyslexia. It’s a question I’m often asked in my role as a tutor and course leader for dyslexia, and it’s one that many parents ask when they are concerned. The answer is both straightforward and tricky, depending on how early signs manifest in a child’s development. Understanding the optimal time for assessment can be critical to ensuring timely intervention, which can significantly improve outcomes for children struggling with dyslexia. I was diagnosed at age thirty-six, and I often wonder where I would be now if I had been assessed earlier.
Early signs
Before we dive into when to assess, it’s important to know the early signs that could indicate a child may have dyslexia. While some children don’t exhibit obvious symptoms until they start school, others may show subtle signs in preschool. These can include:
- Delayed speech development.
- Difficulty with rhyming or recognising sounds in words.
- Struggling with learning the alphabet or recognising letters.
- Difficulty recalling familiar words or names.
- Family history of dyslexia or other learning difficulties.
These early signs do not always guarantee that a child will have dyslexia, but they could suggest a need for close monitoring as the child begins formal literacy instruction.
When to assess
Dyslexia assessments are typically recommended starting at eight years old, although prior to the COVID-19 pandemic, it was seven years old. Some may question whether this is too late, considering children have a phonics screening test in Year 1 of school when they are six years old. This is when children are expected to start learning how to read and can provide the first signs of difficulty in decoding words, understanding phonics, or remembering word structures.
Having worked as a specialist teacher and assessor, I have observed that some children, while they may present with risk factors of dyslexia, just need some time to catch up and some further support to close the gaps. It’s important that interventions are tried and monitored before an assessment is requested. There are many reasons why some children don’t make progress as expected. We are all individuals, and this is what makes humans interesting.
Assessing too young might label children as having dyslexia when, in reality, they just need more time to develop these skills. This could result in misdiagnosis, causing unnecessary worry for parents and potentially leading to interventions that aren’t needed.
If a child is underperforming at an early age, it’s important to think about what their strengths are and make sure that they have the opportunity to flourish in those areas. Maybe they are creative, musical, sporty, the socialite of the class or have an amazing sense of humour.
As a specialist teacher, I often get requests from parents asking me to tutor their five or six-year-old child using multisensory teaching as they have just been diagnosed with dyslexia and their report makes this recommendation. The request is often for online tuition.
I always explain to parents that I don’t think online tutoring is the best option at this young age and that they are very young to have been assessed. I try to offer them some guidance on good apps they may want to use with their child and suggest that they meet with the school SENCo to go over what is already in place and what the next steps could be. Often when requesting tutoring, they have not spoken to their child’s school and have gone straight to an assessment as they were concerned. I would always recommend liaising with the school before an assessment takes place.
Early labels can be harmful
Labelling a very young child with dyslexia, or even suggesting they may have a learning disorder, can have unintended emotional and psychological consequences. Parents and children might feel undue stress or anxiety from an early diagnosis, especially if it’s unclear whether the child will face ongoing reading difficulties. Mislabelling or premature diagnoses can also shape expectations in negative ways. If children are treated as though they have a permanent disability in their early school career, they might internalise these labels, which could impact their confidence, motivation, and willingness to engage with literacy learning.
Older children and adults
While early intervention is ideal, dyslexia can be identified at any age. Some children, especially those with coping strategies, might not be diagnosed until secondary school, college, or even adulthood. Common risk factors at this age include:
- Difficulty with reading comprehension.
- Persistent issues with spelling or written expression.
- Struggles with time management and organisational skills are often linked to dyslexia’s impact on executive functioning.
If dyslexia is suspected in older children or adults, an evaluation can still be really helpful. I’ve recently seen a twenty-two-year-old who was struggling to manage her work. She had a statement of special educational need, but somehow a formal diagnosis had been missed. After spending her life wondering why she found learning so hard, we’ve now been able to identify her needs, and workplace adaptations have been put in place.
Then there’s the fifty-year-old multiple PhD holder who, while being a leader in their field, could not read or write with ease. They found that they had difficulties in their workplace and lacked the confidence to progress in their career. The validation of a diagnosis of dyslexia helped them to consider the next steps for them professionally alongside tailored recommendations that made their day-to-day work more efficient.
Each person you assess has a story to tell, a reason why they have ended up sitting in front of you. It really is never too late to receive support and recommendations and adjustments can greatly improve performance in education or work. The advancement of new technologies and generative AI also means that more people can now access the support they need with ease.
Striking the right balance
While early intervention is important for helping children with dyslexia, assessing too young can lead to inaccurate diagnoses, unnecessary interventions, and emotional stress. Waiting until a child is developmentally ready—typically around 7-8 years old—allows for more reliable assessments and better-informed decisions about how to support a child’s learning needs. By striking the right balance between early monitoring and appropriate timing, parents and educators can ensure that children receive the help they need without rushing to premature conclusions.