DYSLEXIA TEST CENTRE · FICTIONAL EXAMPLE · NOT A CLINICAL REPORT
Enhanced screening report
Alex · fictional participant
Appointment: Not yet
Status: illustrative format only; no appointment or professional review has taken place.
Screening provides guidance and does not provide a formal diagnosis.
Summary of findings
Alex is a fictional participant who would like to understand why reading and written tasks feel effortful. This example shows how questionnaire responses, a professional conversation and selected test findings could be brought together. It makes no clinical findings about Alex.
History and information considered
Illustrative self-report: Alex describes longstanding difficulty keeping track of written instructions and completing written tasks within the available time. A real report would distinguish the person’s account from information checked in previous reports, and record relevant diagnoses, pending assessments and existing support.
Strengths
Illustrative self-report: Alex feels more confident explaining ideas aloud and approaching practical tasks. These reported strengths would be discussed and considered alongside any assessment findings.
Consultation and observations
No consultation has taken place. The assessor would record the person’s priorities, everyday examples, relevant history, access needs and any corrections to questionnaire responses. Direct observations would be distinguished from information reported by the participant.
Test editions, conditions and overall interpretation
The assessor records the exact test editions, suitability for the individual, administration conditions and any adjustments or limitations. Test selection depends on the person and the assessment purpose; listing a test here does not mean every listed test will be administered in one session. Composite scores are entered from the appropriate test scoring materials, not inferred from the screening questionnaire or another test battery.
CTOPP · Phonological Memory Composite Score
Composite score: to be entered by the assessor. Percentile: to be entered where appropriate. Test edition, date and applicable norms: to be recorded. Interpretation and limitations: to be written after review. No score has been calculated or invented for this example.
CTOPP · Rapid Symbolic Naming Composite Score
Composite score: to be entered by the assessor. Percentile: to be entered where appropriate. Test edition, date and applicable norms: to be recorded. Interpretation and limitations: to be written after review. No score has been calculated or invented for this example.
TOMAL · MFs
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
TOMAL · DF
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
TOMAL · LF
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
TOMAL · LB
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
TOMAL · DB
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
TOWRE · real-word reading
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
TOWRE · pseudoword reading
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
DASH · free writing
Test edition and date: to be recorded by the assessor. Results: not entered — no test has been administered in this fictional example. Observations and interpretation: to be completed after testing, or explain why this test was not administered.
Practical recommendations
Examples for discussion, not prescribed support: explore whether a short written task plan, accessible digital text or clearer step-by-step instructions would address the person’s stated priorities. In a real report, each recommendation would be linked to the evidence and agreed with the person.
Agreed next steps, responsibilities and follow-up
Agree the main question the person wants answered, which support to try, who will take each action and when progress will be reviewed. Explain whether further assessment may add useful information, including its purpose and limitations. Record any onward sharing permission separately.
Limitations and further assessment considerations
This is a fictional format example. No questionnaire has been completed, no tests have been administered and no clinician has reviewed it. Enhanced screening provides guidance rather than a formal diagnosis. Test scores, when available, need professional interpretation in context.
Reviewer name
To be completed by the approving assessor.
Reviewer role and qualifications
Role and qualifications to be recorded before a real report is released.