Assessments

Dyslexia is a neurodevelopmental specific learning disorder that primarily affects reading and spelling. It is brain-based and is characterised by ongoing difficulties with accurately and fluently reading words, decoding unfamiliar words, spelling, and developing phonological awareness, even when a child has received appropriate, explicit and targeted teaching. Phonological awareness refers to the ability to recognise, identify and manipulate the individual sounds within spoken words, which plays an important role in learning how sounds connect to letters and written words.

For some children, difficulties with reading may become apparent early in their schooling, while for others they may become more noticeable as academic demands increase. Difficulties with reading and spelling can also have a flow-on effect on reading comprehension, vocabulary development and the ability to access and engage with the broader curriculum. Dyslexia can run in families and can affect children of all genders. Importantly, dyslexia is not a reflection of a child's intelligence or motivation, and with appropriate identification, teaching approaches and support, children with dyslexia can develop their literacy skills and thrive academically.

Dysgraphia is a neurodevelopmental specific learning disorder that primarily affects written expression. Writing is a complex skill that requires the coordination of language, literacy and organisational processes, and children with dysgraphia may experience ongoing difficulties expressing their thoughts clearly and effectively in writing, even when they have received appropriate teaching and support. These difficulties may include spelling, grammar, punctuation, sentence structure, organising ideas, and translating thoughts into written language. Some children may know exactly what they want to say but find it significantly harder to communicate those ideas on paper than they do verbally.

Dysgraphia can also involve difficulties with accurately representing sounds in written form, recalling spelling patterns, or applying appropriate grammatical and punctuation rules. A child may omit or rearrange words, have difficulty with word endings, or struggle to construct well-organised sentences and paragraphs. It is important to distinguish dysgraphia from handwriting difficulties caused primarily by motor coordination challenges, which may be associated with Developmental Coordination Disorder. Dysgraphia is not a reflection of a child's intelligence or effort, and appropriate assessment, targeted support and accommodations can help children develop their written expression skills and communicate their ideas more effectively.

Dyscalculia is a Specific Learning Disorder with impairment in mathematics that affects a person’s ability to understand numbers, develop mathematical concepts and apply mathematical skills to solve problems. It can involve difficulties with understanding the meaning and relationships between numbers, learning and recalling basic maths facts, counting, recognising numbers and using mathematical strategies effectively. People with dyscalculia may also experience difficulties with working memory, understanding mathematical language and following multi-step procedures. These challenges can make it harder to build on foundational maths skills and progress to more complex mathematical concepts, even when appropriate teaching and additional support have been provided.