Question 1

What is dyslexia and why is it classified as a specific learning difficulty (SpLD)?

Accepted Answer

Dyslexia is a specific learning difficulty that makes processing written language (like reading and spelling) more challenging, even though it does not reflect on a person's intelligence. It is classified as an SpLD because dyslexia affects how the brain learns and processes information, fitting the definition of a persistent learning difficulty.

Question 2

What causes dyslexia?

Accepted Answer

Dyslexia often runs in families and is linked to genetic factors and differences in how the brain processes language. It is not caused by poor teaching, vision problems, or lack of effort.

Question 3

How common is dyslexia?

Accepted Answer

Approximately 10% of the population has some form of dyslexia (about 1 in 10 people). However, the severity and impact of dyslexia can vary widely from person to person – some individuals experience only mild challenges, while others are more significantly affected.

Question 4

What are the signs of dyslexia in children?

Accepted Answer

Common signs of dyslexia in children include:
• Difficulty sounding out words (trouble with phonics and blending sounds).
• Persistent spelling problems (even with simple or familiar words).
• Avoiding reading aloud or appearing hesitant when asked to read.
• Trouble remembering sequences such as days of the week or months of the year.
• Mixing up the sounds or letters in words (e.g. confusing letter order).

Question 5

Does dyslexia only affect reading and writing?

Accepted Answer

No. Dyslexia can affect much more than just reading and writing. For example, it may impact a person’s organisation skills, memory, processing speed, verbal communication, attention span, and ability to follow instructions.

Question 6

What are the main types of dyslexia?

Accepted Answer

There are three main types of dyslexia often described:
Phonological dyslexia – difficulty connecting sounds with letters, making phonics-based reading hard.
Surface dyslexia – difficulty recognising whole words by sight, leading to heavy reliance on phonetics for even common words.
Rapid naming deficit – difficulty quickly naming seen objects, letters, or numbers, which slows down word retrieval and reading fluency.
In some cases, a child may have both phonological and naming-speed difficulties — sometimes referred to as the “double deficit” in dyslexia.

Question 7

How does dyslexia differ from other SpLDs, such as dyscalculia?

Accepted Answer

Dyslexia primarily affects literacy skills – especially reading, spelling, and writing – due to difficulties with processing sounds and remembering word patterns. Dyscalculia, on the other hand, is a different specific learning difficulty that affects numeracy: it causes problems with understanding numbers, quantities, and basic maths facts. Both are recognised as SpLDs (specific learning difficulties), but each requires tailored support to help the learner build confidence in the affected areas.

Question 8

How can auditory processing difficulties present as an SpLD?

Accepted Answer

Auditory processing difficulties can appear as trouble distinguishing similar sounds, difficulty following spoken instructions, or struggling to understand speech in a noisy environment. Because these challenges often overlap with phonological processing issues (a core component of dyslexia), recognising and addressing them early helps the child feel supported and can improve their overall reading and listening skills.

Question 9

Can adults be diagnosed with dyslexia later in life?

Accepted Answer

Absolutely. Many people only discover their dyslexia in adulthood when workplace tasks or day-to-day reading becomes more challenging than expected. Often, this happens because their dyslexia wasn’t identified during school (especially if they developed coping strategies and performed well). A formal dyslexia assessment by a qualified professional can confirm the diagnosis and open doors to effective strategies – boosting confidence at home and in the workplace.

Question 10

What is the difference between SpLD and ADHD?

Accepted Answer

A specific learning difficulty (SpLD) refers to persistent challenges in particular areas of learning (such as reading or maths) despite typical intelligence. ADHD, on the other hand, is a neurodevelopmental condition characterized by difficulties with attention, hyperactivity, and/or impulsivity. While both SpLDs and ADHD can affect a student’s focus and organisation, they are distinct conditions – and having clear assessments for each helps schools and families provide the right support.

Question 11

What extra challenges might appear if a student has suspected dyslexia?

Accepted Answer

Students with suspected dyslexia might face additional challenges in school, such as:
• Difficulty managing homework and deadlines.
• Struggling with note-taking or copying from the board.
• Trouble retaining new subject-specific vocabulary.
• Increased anxiety about tests or class performance.

Question 12

Should students with dyslexia be allowed to use laptops or spell-checkers in class?

Accepted Answer

Yes – whenever possible. Allowing students with dyslexia to use assistive technology tools like laptops and spell-checkers can help remove barriers to learning. These tools enable students to focus on their ideas and understanding of the material, rather than getting held back by difficulties with spelling or handwriting.

Question 13

How can teachers help dyslexic students without singling them out?

Accepted Answer

Teachers can support dyslexic students in inclusive ways by:
• Providing notes or slides in advance so the student can preview material.
• Using verbal instructions alongside written ones to cater to different learning styles.
• Allowing extra time to complete tasks or tests so the student isn’t rushed.
• Offering multiple options for presenting work, e.g. allowing spoken presentations, typed reports, or recorded responses instead of only handwritten work.

Question 14

Does dyslexia affect students differently in primary school and secondary school?

Accepted Answer

It can vary between individuals, but generally younger and older students do face different challenges. In primary school, the pace is slower and students aren’t usually split into strict ability groups, which can make it a gentler environment for a child with dyslexia. In secondary school, lessons move faster, vocabulary becomes more complex, and there’s a heavier reading workload. These increased demands can feel overwhelming for some students with dyslexia, especially when classes rely heavily on reading, note-taking, and timed exams.

Question 15

Why is early identification of dyslexia important?

Accepted Answer

Early identification of dyslexia is crucial because it allows support to begin as soon as possible. Identifying the signs around age 6–7 (when reading skills start developing) means a child can receive help before they experience serious frustration or fall behind. Early support prevents small learning challenges from turning into bigger hurdles and helps protect the child’s confidence in their abilities.

Question 16

Can dyslexia be cured?

Accepted Answer

No – dyslexia isn’t something that can be “cured,” because it’s not an illness but rather a difference in how the brain processes language. However, with the right support and strategies tailored to an individual’s needs, people with dyslexia can absolutely thrive in school and work. Early intervention and consistent help can significantly improve their skills and confidence, even though the dyslexic learning profile remains.

Question 17

How do I know if my child’s struggles are due to dyslexia?

Accepted Answer

If your child has dyslexia, you might notice some of these signs:
• Reading difficulties, such as reading much slower than peers or making frequent mistakes when reading aloud.
• Persistent spelling and writing issues, including very slow writing or lots of spelling errors.
• Trouble remembering instructions or sequences, like the steps for homework or the order of the alphabet.
• Avoidance of reading and visible frustration or low confidence around schoolwork.
• In addition to these signs, you may observe your child becoming frustrated or anxious about learning.
If you suspect dyslexia based on these patterns, you can use our dyslexia screener or seek a formal assessment to find out for sure.

Question 18

How can I support my child at home if they are displaying signs of dyslexia?

Accepted Answer

You can do a lot at home to help your child with dyslexia. Some helpful strategies include:
• Reading together regularly – make it a relaxed, fun routine to build their reading skills and enjoyment.
• Using audiobooks – let your child listen to stories while following along in the text to support comprehension.
• Playing word games – games that involve rhyming, letters, or simple word-building can strengthen phonics and spelling in a playful way.
• Boosting confidence – praise their efforts and progress to help build self-esteem.
Focus on their improvements rather than perfect accuracy. Additionally, keep communication open with your child’s school. Working together with teachers (sharing strategies and progress) will ensure your child gets consistent support both at home and in the classroom.

Question 19

Can dyslexia occur with other conditions?

Accepted Answer

Yes. It’s common for dyslexia to co-occur with other conditions. For example, dyslexia often overlaps with ADHD, dyspraxia, autism spectrum conditions, or other learning differences. This is known as co-occurrence (or comorbidity), and it means a child might need a coordinated support plan that addresses all of their needs across those areas.

Question 20

Can dyslexic children become fluent readers?

Accepted Answer

Yes. With the right teaching strategies and support, many children with dyslexia can become confident, fluent readers over time. They might always read a little more slowly or need extra time on reading tasks, but they can significantly improve their reading skills and comprehension. The key is consistent, structured support and patience – which helps dyslexic learners achieve their reading potential and enjoy books.

Question 21

What is the difference between a screener and an assessment?

Accepted Answer

A screener is a quick check that flags whether a learner may be at risk of a difficulty such as dyslexia. A formal diagnostic assessment is a longer, in-depth evaluation by a specialist. Talamo is a screening tool: results show whether a pupil’s profile is consistent with dyslexia or dyscalculia and how much support they may need, so you can decide whether a specialist assessment is the right next step.

Question 22

When should a dyslexia screener be used? (General audience)

Accepted Answer

You can use a dyslexia screener whenever you suspect a child might have dyslexia – generally, the earlier the better. There’s no single “perfect” age, but it’s suitable to start screening from around age 7 (when reading skills begin developing). Talamo’s screener, for example, is designed for ages 7–16. Using a screener as soon as dyslexia is suspected (in early primary school) gives the best chance to provide support before challenges escalate.

Question 23

What activities are part of the screener?

Accepted Answer

Talamo’s Cognitive & Dyslexia assessment is made up of nine short activities in three tiers:
• Baseline ability: verbal reasoning (choosing a word that means the same) and visual reasoning (fitting shapes together).
• Key indicators linked to dyslexia: phonological awareness (counting syllables), working memory (repeating numbers backwards) and processing speed (spotting matching letters).
• Impact on reading and spelling: reading speed, reading comprehension, spelling, and spelling made-up words.
Together they build a profile of the pupil’s strengths and difficulties and show whether the pattern is consistent with dyslexia. Our Executive Function and Maths & Dyscalculia assessments have their own activities (see those sections below).

Question 24

Why should schools take screening results seriously?

Accepted Answer

Schools should take dyslexia screening results seriously because the tests are built and validated to be reliable indicators. In the case of Talamo, a lot of expert input and research went into developing the screener: we carefully selected and adapted proven assessment materials, worked with specialists, and ensured the tool is both valid and reliable. The screening follows the same principles as a formal dyslexia assessment (covering the key areas) but in a shorter timeframe. Therefore, the results provide meaningful insights that can inform support strategies. (If you have questions about Talamo’s research and development, you can refer to the Research section on our website or contact us at hello@talamo.co.uk.)

Question 25

When should a dyslexia screener be used? (Parents)

Accepted Answer

If you suspect your child might be dyslexic, you can use a screener as soon as those concerns arise (typically once they are around age 7 or older). Dyslexia screeners are generally effective from age 7 upward. Talamo’s screener, for instance, is designed for children aged 7–16. In short: use a screener whenever you see consistent signs of dyslexia – early use can give you answers and peace of mind sooner.

Question 26

What is the difference between screening and diagnosis for SpLD?

Accepted Answer

Screening for an SpLD (like dyslexia) is a quick, broad check – often done in school – to spot students who might be at risk. It gives an indication that a learning difficulty may be present. Diagnosis, on the other hand, is a formal in-depth evaluation by a specialist using standardised tests to confirm a specific learning difficulty. In practice, screenings help with early identification and can guide immediate support, while a diagnosis provides definitive confirmation and detail. Often, a high-risk screening result is enough to start support strategies right away, even as you consider whether a full diagnostic assessment is needed.

Question 27

How accurate are online dyslexia screening tests?

Accepted Answer

Good online dyslexia screeners today are quite accurate – often above 80% in correctly flagging potential dyslexia. Talamo’s dyslexia risk model, for example, agrees with specialist reviewer judgement in 95% of profiles in our current specialist-reviewed benchmark set. Like any screening tool, it will miss some children with dyslexia and flag some without, which is why results are given as a level of risk. If the screener indicates a high risk of dyslexia, you can use that insight to begin targeted support early and decide whether to pursue a full professional assessment (for instance, an educational psychologist’s evaluation, which might be needed for an official diagnosis or an EHCP).

Question 28

At what age should I screen my child for dyslexia?

Accepted Answer

It’s advisable to screen for dyslexia around age 7. By about 7 years old, most children’s reading skills are developing enough that a screener can catch early warning signs (for example, difficulty matching letters to sounds). Screening at this age or shortly after means support can start before small struggles turn into bigger hurdles. In short, the sooner you check – once your child is around Year 2 or 3 – the better, as early support is most effective.

Question 29

Who is qualified to administer an SpLD screening?

Accepted Answer

Specific learning difficulty screenings (like a dyslexia screener) are typically administered by trained professionals such as specialist teachers, school SENCOs (Special Educational Needs Coordinators), or educational psychologists. However, tools like Talamo are designed to be user-friendly, so in practice parents and teachers can administer them following the provided instructions. (Free online quizzes can raise awareness, but for a proper screening, it’s best to use an official tool overseen by a qualified person.)

Question 30

Can a screening detect all types of SpLD?

Accepted Answer

A good screening tool is very good at identifying common patterns – for dyslexia, for example, difficulties with phonological awareness, working memory, processing speed, reading and spelling. However, no single screener catches every type of learning difficulty. That’s why Talamo has three assessments: Cognitive & Dyslexia looks for dyslexia-type profiles, Maths & Dyscalculia looks for signs of dyscalculia, and Executive Function profiles attention, working memory, flexibility and planning. None of them diagnoses a condition, and other learning differences, such as dyspraxia, need their own specialist evaluations.

Question 31

What’s the difference between universal and targeted screening?

Accepted Answer

Universal screening means testing every student in a group or school, ensuring no one is missed (“screening for all”). Targeted screening means testing only selected students who are showing signs of difficulty (“screening for some”). Universal screening is more inclusive but can require more time and resources, whereas targeted screening is efficient and focuses on at-risk students but might overlook those who haven’t been flagged by teachers. Talamo’s screener is flexible – it can be used for universal screening of whole classes or year groups, as well as for targeted screening of individual students, without needing any different setup or extra resources.

Question 32

Do schools need parental consent before screening?

Accepted Answer

Yes. In almost all cases, schools should obtain parental consent before conducting any SpLD screening. Typically this involves sending a consent form home for a parent or guardian to sign. Getting consent ensures that families understand the screening process and are aware of the potential next steps if the screener indicates their child may have a learning difficulty.

Question 33

How often should screening be repeated?

Accepted Answer

It’s a good idea to repeat dyslexia screening periodically. Many schools choose to screen students once a year or at key transition points (for example, when moving up to secondary school). Regular screening – annually or at big milestones – helps track a student’s progress and catch any new difficulties early, so support can be kept on track throughout their school journey.

Question 34

How is the Talamo screener developed and validated?

Accepted Answer

Our Cognitive & Dyslexia assessment was developed in stages. Its content areas were defined in 2023 with a specialist dyslexia assessment trainer, after reviewing eleven established assessments, and it was first piloted in autumn 2023 at a specialist dyslexia school. It launched to schools in September 2024. Its norms were rebuilt in summer 2026 from 4,580 pupils in 85 UK schools, and in June 2026 its risk model was upgraded to an AI model, adopted only after side-by-side evaluation showed it outperformed the statistical model it replaced. That model agrees with specialist reviewer judgement in 95% of profiles in our current specialist-reviewed benchmark set, and every report is checked by a person before release.

Question 35

What makes Talamo different from other screeners?

Accepted Answer

Talamo stands out because it’s fast, user-friendly, and designed for both school and home use. Schools can use three assessments – Cognitive & Dyslexia, Executive Function, and Maths & Dyscalculia – and parents can use our dyslexia screener at home. Every report is checked by a person and comes with clear guidance on next steps, so you’re not left guessing what to do after the test. Unlike some traditional screeners, Talamo was built to be engaging for students and convenient for adults – helping schools create a consistent, inclusive screening approach and helping parents get reliable insights at home. In short, it combines accuracy and convenience in a way that many other screeners don’t.

Question 36

How accurate is the Talamo screener for use in schools?

Accepted Answer

In the current specialist-reviewed benchmark set, our dyslexia risk model agrees with specialist reviewer judgement in 95% of profiles. Level of Need matched human reviewers exactly in 92% of 200 benchmark profiles, and was within one level in every case. Like any screening tool, some pupils will be missed and some flagged, so results are a starting point, not a diagnosis. (Summary validation data is available on request if you’d like to see the evidence.)

Question 37

Does Talamo offer guidance on supporting identified students?

Accepted Answer

Yes. Along with each student’s screening results, Talamo provides targeted and practical support strategies. These include specific recommendations for classroom support and learning strategies tailored to the student’s profile. The platform even offers printable resources that teachers or schools can share with colleagues or with the student’s parents, so everyone can collaborate on the next steps.

Question 38

What makes Talamo easy for families to use?

Accepted Answer

Talamo is designed to be very simple for families. All you need to do is go to our website, create an account, and the screener is ready to use immediately – there’s no complicated setup. The test itself is straightforward and child-friendly, and once it’s done you’ll get a report, usually within 48 hours, after a person at Talamo has checked it. In short, the process is log in – have your child complete the activities – receive the results, which makes it easy for parents to use at home without any special training.

Question 39

How accurate is the Talamo screener for use at home?

Accepted Answer

Talamo’s dyslexia screening model agrees with specialist reviewer judgement in 95% of profiles in our current specialist-reviewed benchmark set. Like any screening tool, it will miss some children with dyslexia and flag some without, which is why results are given as a level of risk rather than a yes or no. (We can provide a summary of our validation data on request if you’re interested.)

Question 40

Will I get advice on what to do next?

Accepted Answer

Yes. Along with your child’s results, Talamo provides personalised advice on next steps. The report comes with suggested support strategies and recommendations tailored to your child’s profile. You’ll know what kinds of things can help at home or at school, and you can use these recommendations to discuss a plan with your child’s teachers. In short, you won’t be left wondering what to do – the screener’s results point you in the right direction.

Question 41

How is Talamo different from other online screeners?

Accepted Answer

Talamo measures the skills behind reading, spelling, attention and maths directly, through short activities, and compares each pupil with pupils of the same age – for Cognitive & Dyslexia, against norms from 4,580 pupils in 85 UK schools. Tasks run in a fixed order, and in the Cognitive & Dyslexia and Maths & Dyscalculia assessments a task ends early when a pupil gets several questions wrong in a row, so children aren’t over-tested. Talamo’s interface is friendly and interactive, which keeps children engaged. Results are given as levels rather than a simple yes or no, and every report is checked by a person before release.

Question 42

Where can I read case studies or testimonials?

Accepted Answer

You can read case studies from schools and trusts on our Case studies page. Our blog also has interviews with parents and teachers, success stories, and examples of how our screening reports have made a difference in children’s learning. These stories show how other families and schools use Talamo, and how the recommendations have helped students.

Question 43

What technology powers the Talamo screener?

Accepted Answer

Talamo runs entirely in a web browser (Google Chrome is preferred), so there’s nothing to download. It records each answer and how it was given, scores every task against age norms, and uses an AI model to estimate dyslexia risk from the pupil’s scored profile. The AI model only ever receives pseudonymised scores and context – never a pupil’s name, date of birth or school – and every report is checked by a person before release, so any result can be traced and audited.

Question 44

What evidence supports Talamo’s accuracy?

Accepted Answer

Our Cognitive & Dyslexia assessment is aligned with the Delphi consensus definition of dyslexia (2025). Its norms come from 4,580 pupils aged 7–16 in 85 UK schools (summer 2026), and its nine tasks show good to excellent reliability. Our AI risk model was tested side by side with the earlier statistical model before it was adopted in June 2026, and it agrees with specialist reviewer judgement in 95% of profiles in our current specialist-reviewed benchmark set. Every report is also checked by a person before release.

Question 45

How were the norms built?

Accepted Answer

Each assessment was tested with pupils across the full age range, 7 to 16. Cognitive & Dyslexia norms come from 4,580 pupils in 85 UK schools (summer 2026), weighted to national school-type proportions. Executive Function norms come from 560 pupils in 13 schools, and Maths & Dyscalculia from 954 pupils in 15 schools. Scores are standard scores, where 100 is average for the pupil’s age.

Question 46

Who reviews the reports?

Accepted Answer

A person at Talamo checks every report before the school sees it, normally within 48 hours of the pupil finishing. Every result can be traced, because each report records the model, prompt and norm versions behind it.

Question 47

Is the Talamo screener a diagnostic?

Accepted Answer

No – Talamo’s assessments are screening tools, not formal diagnostic tools. They show whether a pupil’s results are consistent with dyslexia or dyscalculia, or where executive function difficulties are concentrated, but they don’t provide an official diagnosis. The idea is that the results help you decide if further support or a full diagnostic assessment is needed.

Question 48

Can multiple students test simultaneously?

Accepted Answer

Yes. Talamo’s platform allows multiple students to complete the screener at the same time, each on their own device. In fact, many schools use Talamo as a universal screener – for example, an entire class or year group can take it concurrently in a computer suite. There’s no interference or issue with running many screenings simultaneously, as long as each student has a separate computer (and headphones) and their own login.

Question 49

How old do you need to be to take a Talamo screener?

Accepted Answer

Talamo’s assessments are designed for children and young people aged 7 to 16 (Years 2 to 12).

Question 50

How long does a Talamo screener take?

Accepted Answer

Each Talamo assessment takes about 35 to 45 minutes. It’s self-paced, so some children might finish a bit more quickly and others might take a little longer – both of which are completely normal. A pupil can log back in and carry on later, so an assessment can be split across more than one sitting.

Question 51

Does the screener need a specialist to administer?

Accepted Answer

No – the Talamo screener is very easy to use and does not require any specialist training to administer. Its user-friendly design means a classroom teacher, teaching assistant, SENCo, or even a parent at home can carry out the screening without any issues. (Of course, if you’re using it in a school setting, it’s always good to follow the provided instructions, but no formal qualification is needed.)

Question 52

What does the screener assess?

Accepted Answer

Talamo’s screener acts as a cognitive profiler and looks at eight key areas of a child’s learning profile:
• Visual reasoning: how well they understand information through pictures and patterns.
• Verbal ability: understanding and using spoken language.
• Phonological awareness: recognising the sounds in words (a key skill for reading).
• Processing speed: how quickly they can take in information and respond.
• Working memory: holding information in mind while doing a task.
• Reading speed: how fast they read text. • Reading comprehension: how well they understand what they read.
• Spelling: their ability to spell words correctly.
By assessing these areas, the screener builds a detailed picture of how your child learns and can highlight whether they show any common dyslexia traits across those areas.

Question 53

I’m a school SENCo; how do I use this?

Accepted Answer

As a school SENCo, you can use Talamo to screen students efficiently. We recommend using Talamo for whole-class or whole-year-group screenings to get the most out of the platform – this way you can identify any students with indicators of dyslexia in one go. (Of course, you can also screen individual students as needed.) Given that SENCOs often have limited time, running screenings as a cohort is usually more efficient and ensures early identification across the board. Talamo was designed with this in mind, so it’s straightforward to administer a batch of tests and review all the results.

Question 54

Who can administer the screener?

Accepted Answer

The Talamo screener can be administered by any responsible adult – you don’t need to be a specialist. In schools, this means classroom teachers, SENCOs, learning support assistants (LSAs), or other staff can run the screening. Parents can also administer the screener at home if appropriate. The platform is designed to be straightforward, so one person (with one login) can manage the process for a school or family.

Question 55

Is Talamo GDPR compliant?

Accepted Answer

Yes. Talamo takes data protection very seriously and is fully GDPR compliant. All student data is stored securely in line with the highest privacy standards. In fact, the way Talamo is designed adds extra safeguards: the screener interface and the admin dashboard are separate systems, which helps control access to sensitive information. You can be confident that any data you enter is protected against unauthorised access.

Question 56

What if I disagree with the results given to the participant?

Accepted Answer

If you’re unhappy or in doubt about the screening results, please let us know. While we’re confident in Talamo’s accuracy, we understand that concerns can arise. You can reach out to our team (for example, via hello@talamo.co.uk) with the details of the test. We will gladly review the results with you and investigate further if needed, to ensure you have confidence in the outcome or to identify any issue that may have affected the result.

Question 57

How does Talamo protect user data and privacy?

Accepted Answer

Talamo is fully GDPR-compliant, which means we adhere to strict European data protection standards. All personal data and results are stored securely with robust encryption and security measures to prevent unauthorised access. In the past two years, Talamo has had no data breaches. We also designed the system with privacy in mind: the testing platform and the admin dashboard are separated to add an extra layer of security. You can trust that every child’s information is protected to the highest standard of privacy.

Question 58

Is Talamo suitable for remote proctoring?

Accepted Answer

Yes. Talamo is an automated test, so pupils can take it at home or away from school. A parent can supervise in the room, or you can watch over Zoom or Teams with the pupil sharing their screen. Either way, the pupil should work on their own, with no help with answers. There are tips for video calls under For independent assessors below.

Question 59

What adaptive-assessment features does Talamo offer?

Accepted Answer

Talamo’s screener is adaptive to the student’s needs. For example, the system automatically adjusts the questions based on the student’s age to ensure the content is appropriate. It also has the ability to finish an activity early as soon as it has gathered enough information about the student’s ability – the test won’t make a child keep answering questions that aren’t needed. This personalised approach keeps children engaged (they’re not bored or overwhelmed by excessive questions) and still gives a clear picture of their strengths and the areas where they may need support.

Question 60

How long does a screener take for schools?

Accepted Answer

Each assessment usually takes about 35 to 45 minutes. It is self-paced, so some pupils will finish sooner and others will take a little longer – both are fine. Pupils can log back in and continue, so you can split an assessment across sittings to fit your timetable.

Question 61

If somebody took your test, would this mean there is a timeframe within which I couldn’t re-test?

Accepted Answer

Taking the Talamo screener does not prevent someone from doing any other assessments afterwards – you can still proceed to a formal dyslexia evaluation at any time if needed. There’s also no strict rule against re-taking the Talamo screener itself; however, we recommend waiting about 3 months before re-testing the same person with Talamo. Waiting roughly 3 months between Talamo screenings ensures the results remain accurate and that the learner hasn’t been overly coached by the first attempt.

Question 62

Will the screener give my child a diagnosis?

Accepted Answer

Talamo’s screener will not give a formal diagnosis. Instead, it identifies whether your child is showing traits commonly linked to dyslexia. The goal is to help you decide if you should seek further support or pursue a full diagnostic assessment. Essentially, the screener indicates “yes, this looks like dyslexia traits” or “no, it’s unlikely,” but it doesn’t provide an official dyslexia diagnosis itself.

Question 63

Can the screener be used with EAL children?

Accepted Answer

Yes, children who have English as an Additional Language (EAL) can take the Talamo screener. The core activities will still work for them. However, because one part of our screener is based on the Woodcock-Johnson IV (which was standardised with native English speakers), the results for EAL students might be slightly less accurate or need careful interpretation. We always take a child’s language background into account when reviewing the results to ensure a fair outcome. If your child is EAL, it’s a good idea to let the Talamo team know before they take the test, so we’re aware and can interpret the results with that context in mind.

Question 64

How old do you need to be to take the test?

Accepted Answer

All three Talamo assessments are for pupils aged 7 to 16. Our at-home dyslexia screener for parents is also for children aged 7 to 16.

Your questions, our answers.

Your questions, our answers.

Your questions, our answers.

Still stuck?

How does the Talamo Screener Work?

How does the Talamo Screener Work?

How does the Talamo Screener Work?

Is the Talamo screener a diagnostic?

Can multiple students test simultaneously?

How old do you need to be to take a Talamo screener?

How long does a Talamo screener take?

Does the screener need a specialist to administer?

What does the screener assess?

I’m a school SENCo; how do I use this?

Who can administer the screener?

Is Talamo GDPR compliant?

What if I disagree with the results given to the participant?

How does Talamo protect user data and privacy?

Is Talamo suitable for remote proctoring?

What adaptive-assessment features does Talamo offer?

How long does a screener take for schools?

If somebody took your test, would this mean there is a timeframe within which I couldn’t re-test?

Will the screener give my child a diagnosis?

Can the screener be used with EAL children?

How old do you need to be to take the test?

What equipment is required?

How do you make sure someone doesn’t cheat?

How can I start a home screening for my child?

Can I pause and resume the screening?

How do I prepare for my Talamo screening assessment?

What are the technical requirements (hardware/software) for Talamo?

Which assessments does Talamo offer?

Can parents use Talamo at home?

How much does the at-home dyslexia screener cost?

Which assessment should we start with?

Can pupils take more than one assessment?

Why is dyslexia risk shown as a level, not a yes or no?

What if a pupil answers on a touchscreen?

How soon does a school get its reports?

What does a full report add?

Are the pupils in the sample reports real?

Is pupil data safe?

What are Special Educational Needs?

What are Special Educational Needs?

What are Special Educational Needs?

What is dyslexia and why is it classified as a specific learning difficulty (SpLD)?

What causes dyslexia?

How common is dyslexia?

What are the signs of dyslexia in children?

Does dyslexia only affect reading and writing?

What are the main types of dyslexia?

How does dyslexia differ from other SpLDs, such as dyscalculia?

How can auditory processing difficulties present as an SpLD?

Can adults be diagnosed with dyslexia later in life?

What is the difference between SpLD and ADHD?

What extra challenges might appear if a student has suspected dyslexia?

Should students with dyslexia be allowed to use laptops or spell-checkers in class?

How can teachers help dyslexic students without singling them out?

Does dyslexia affect students differently in primary school and secondary school?

Why is early identification of dyslexia important?

Can dyslexia be cured?

How do I know if my child’s struggles are due to dyslexia?

How can I support my child at home if they are displaying signs of dyslexia?

Can dyslexia occur with other conditions?

Can dyslexic children become fluent readers?

What is screening and what are its benefits?

What is screening and what are its benefits?

What is screening and what are its benefits?

What is the difference between a screener and an assessment?

When should a dyslexia screener be used? (General audience)

What activities are part of the screener?

Why should schools take screening results seriously?

When should a dyslexia screener be used? (Parents)

What is the difference between screening and diagnosis for SpLD?

How accurate are online dyslexia screening tests?

At what age should I screen my child for dyslexia?

Who is qualified to administer an SpLD screening?

Can a screening detect all types of SpLD?

What’s the difference between universal and targeted screening?

Do schools need parental consent before screening?