Mid Kent Dyslexia
Dyslexia Assessment and Screening in Kent
Welcome to Mid Kent Dyslexia.
Mid Kent Dyslexia was established by Kathryn Wright in 2021 and has an excellent reputation for high-quality assessments.
Kathryn is a fully qualified dyslexia assessor and one of the leading professionals in her field. Based in Maidstone, Kent, she brings a wealth of experience and a deep understanding of learning differences. Kathryn is the Course Director of the PGCE in Specialist Teaching and Dyslexia Assessment at Canterbury Christ Church University, where she trains teachers and future dyslexia assessors to the highest professional standards.
Mid Kent Dyslexia is a small team of experienced dyslexia assessors who offer excellent service and personal communication, quick feedback, and a written diagnostic report.
Our personal knowledge will provide guidance throughout the full assessment process and going forward.
All our assessors hold an APC (Assessment Practising Certificate) and an up-to-date AMBDA. An APC is what underpins a dyslexia assessor’s qualifications and competence, enabling them to undertake full diagnostic assessments for SpLD: Dyslexia.
Our Services
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Dyslexia Assessment
During an assessment, a series of tests will be carried out to confirm whether an individual has dyslexia. After verbal feedback, a written report will follow.
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Dyslexia Screening
A dyslexia screener is often a good first step if you are concerned about your child’s literacy development.
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Visual Difficulties Screening
People who experience visual difficulties often show signs of visual discomfort. Click here to find out more.
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Dyscalculia Screening
A dyscalculia screener is often a good first step if you are concerned about your child’s maths development.
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Dyscalculia Assessment
During an assessment, a series of tests will be carried out to confirm whether an individual has dyscalculia. After verbal feedback, a written report will follow.
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Educational Assessment
An Educational assessment assesses basic literacy and numeracy skills. It will inform you of your child’s levels in reading, spelling, writing and maths.
Feel free to get in touch for advice and support.
What is Dyslexia?
We are delighted to inform you that SASC has unveiled a much-anticipated new definition of dyslexia.
Please note that anyone previously diagnosed under the earlier criteria/definitions would still meet the criteria diagnosis under the new definition.
The new definition highlights cognitive indicators of dyslexia consistent with those identified in the earlier Rose (2009) and BDA (2010) definition, while emphasising its impact on individuals.
The Delphi Definition of Dyslexia
Nature
• The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
Manifestation
• Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed. Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.
Impact
• In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments. Across languages and age groups, difficulties in reading and spelling fluency are a key marker of dyslexia.
Variance and co-occurrence
• Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity. Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language. Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.
*The relevant statements from the Delphi Study (Carroll et.al, 2025, p8, table 2) have been grouped for clarity.
Find out more
If you want to read more about the Delphi Study, the papers have been published in the Journal of Child Psychology and Psychiatry and the Dyslexia Journal.
Carroll, J.M., Holden, C., Kirby, P., Thompson, P.A., and Snowling, M.J. (2025), Toward a consensus on dyslexia: findings from a Delphi study. J Child Psychol Psychiatr.
Holden, C., Kirby, P., Snowling, M.J., Thompson, P.A. and Carroll, J.M. (2025), Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification. Dyslexia.
Further information can be found on British Dyslexia Association's website