Dyslexia Screening

Dyslexia Screening is a specialist psychological assessment that seeks to understand whether difficulties in reading and writing are consistent with a Specific Learning Disorder — namely Dyslexia — or whether they may be explained by other factors.
The assessment is comprehensive and covers different dimensions of the child's functioning, making it possible to understand not only the difficulties observed but also their skills and strengths.
The domains assessed include:
- Reading and writing skills;
- Phonological awareness and language processing;
- Cognitive functioning and intellectual potential;
- Attention, memory and other neurocognitive functions;
- Neuropsycholinguistic skills;
- Ruling out other conditions that might account for the difficulties observed.
The assessment uses validated psychological and neuropsychological instruments, clinical observation and the integration of information gathered from the family and the school, allowing a rigorous diagnosis to be grounded and the most appropriate intervention recommendations to be made.

Learning to read is one of the great achievements of childhood. When that process becomes particularly hard, it is natural for doubt, frustration and worry to arise, in the child and in the family alike.
Our commitment is to understand where those difficulties come from before assigning them a meaning.
Not every reading difficulty is Dyslexia. Equally, Dyslexia is not simply swapping letters or reading slowly. It is a neurodevelopmental disorder, and understanding it requires a specialist, rigorous and evidence-based assessment.
We believe an assessment should not merely confirm or rule out a diagnosis. It should make it possible to understand how the child learns, identify their resources and guide strategies that support their academic, emotional and social development.
We know that persistent learning difficulties can reach far beyond the classroom, affecting self-esteem, motivation, the relationship with school and confidence in one's own abilities.
That is why every assessment ends in individualised recommendations and, whenever necessary, in liaison with the family, the school and other professionals, fostering an integrated intervention matched to the child's needs.
The whole process is conducted with scientific rigour, ethical responsibility and deep respect for the singularity of each child. Difficulty learning to read should never be mistaken for a lack of intelligence, effort or willingness. Many children with Dyslexia have enormous potential that stays hidden when the difficulty is not understood and properly supported.