DYN-S Dyslexia Screener

The Dynamic Navigator Screener (DYN-S)

Unlocking Potential for Life & Work

Section 1: Introduction & Purpose

Welcome to The Dynamic Navigator Screener (DYN-S). This tool is designed to help you, and the professional supporting you, gain a clearer understanding of your strengths and any potential challenges related to reading, writing, and learning.

Who is this Screener For?

This screener is specifically for young adults aged 19-25 who may have found traditional education challenging and struggle with reading in their daily lives, work, or training.

It is managed by a professional (like a career advisor, adult education tutor, or support worker) to help guide you through the process and discuss the results.

What Will This Screener Do?

The DYN-S will help to:

Identify if your experiences align with common indicators of dyslexia.
Highlight your unique strengths and talents, which are often overlooked in traditional assessments.
Give you practical insights into how you learn best and what support strategies might be most helpful.
Guide you and your professional on next steps for support, training, or career development.

Important Information:

It is vital to understand that the DYN-S is a screening tool, not a diagnostic assessment. This means it will indicate if you have traits consistent with dyslexia and if further investigation is recommended.

A formal diagnosis of dyslexia can only be provided by a qualified specialist, such as a practitioner psychologist or a specialist teacher with an Assessment Practising Certificate.

Our Strengths-Based Approach:

We believe everyone has strengths and unique ways of thinking. This screener, in line with the Dynamic Development Plan framework, focuses on understanding your whole profile. It is not just about identifying challenges, but about recognising your resilience, practical skills, creativity, and other talents that can help you succeed in life and work.

Let us begin to explore your unique potential!

Section 2: Your Journey & Experiences

This section helps us understand your background, experiences, and how you manage things in your daily life and work now. Please ensure all relevant fields are completed or marked 'N/A' (Not Applicable).

Your Details & Contact Information

1. Full Name of Individual Being Screened:

2. Age:

3. Country of Origin (Optional):

4. Primary Language:

5. Contact Email (Optional):

6. Contact Phone (Optional):

7. Date of Screening:

8. Name of Professional Administering Screener:

9. Reason for Screening:

Why is the individual seeking this assessment now? (e.g., struggling with a course, difficulty with job applications, personal curiosity)

Health & Background Information

10. Has the individual had a recent vision and hearing check?

(Important to rule out sensory issues affecting literacy)

Yes, both checked and fine Yes, but some issues (e.g., wears glasses/hearing aid) No, not recently/unsure

11. Are there any known health conditions or medications that might affect learning or attention?

(e.g., ADHD, anxiety, chronic fatigue)

12. Is the individual currently receiving any other support for learning, mental health, or employment?

13. How did the individual hear about this screener?

Your School & Learning Experiences (Continued from original Q4)

14. When you were at school, did you find reading, writing, or spelling more difficult than other subjects?

Yes, often Sometimes Not really

15. Did you receive any extra help or support with your learning at school?

Yes No Not sure

16. Has anyone in your close family (parents, siblings) had similar difficulties with reading, writing, or learning?

Yes No Not sure

How Things Are Now: Daily Life & Work/Training (Continued from original Q7)

17. How often do you find it difficult to read everyday things?

(e.g., job application forms, instructions, road signs, bills, emails, text messages, online articles)

Always/Most of the time Often Sometimes Rarely/Never

18. How often do you find it difficult to write or spell everyday things?

(e.g., filling out forms, writing emails/messages, notes, lists, job applications)

Always/Most of the time Often Sometimes Rarely/Never

19. Do you often struggle to remember spoken instructions, names, or phone numbers?

Yes, often Sometimes Not really

20. Are you usually good at planning and organising tasks (e.g., managing work deadlines, appointments, personal documents)?

Yes, usually good I manage okay No, I often struggle

Your Strengths & What You Enjoy (Continued from original Q11)

21. What are you really good at, or what do you enjoy doing?

(e.g., practical tasks, art, sports, talking to people, solving problems, seeing the big picture, creativity, fixing things)

22. How do you prefer to learn new things?

(Tick all that apply)

By doing it yourself (hands-on) By seeing pictures, diagrams, or videos By listening to someone explain By reading instructions or books By discussing with others By trying to solve problems

23. Have you developed any ways to manage difficulties with reading or writing?

(e.g., asking for help, using phone spell-check, dictating messages, avoiding certain tasks)

Section 3: Practical Skills & Observations

This section involves short activities to observe how the individual manages reading, spelling, and other skills. The professional will guide these activities and record responses.

FOR PROFESSIONAL USE ONLY: Administer these tasks verbally and record observations/scores below. Ensure a quiet environment.

Task 1: Basic Reading (Functional Words)

Instructions to Professional: Ask the individual to read the following everyday words aloud. Note accuracy and any significant hesitation or mispronunciations. If they struggle with more than 3, stop this task.

List: STOP, EXIT, OPEN, DANGER, BUS, BANK, PAID, RECEIPT, CALL, PHONE

Number of words read correctly (out of 10):

Observations (e.g., hesitated, swapped letters, pointed to words):

Task 2: Reading Comprehension (Short Functional Text)

Instructions to Professional: Ask the individual to read the short text below aloud or silently, then ask the questions. Encourage them to answer in their own words. Provide the text on a separate piece of paper if preferred.

NOTICE: For safety, all staff must wear appropriate protective footwear when working in the warehouse area. Check your size and collect your footwear from the supply room by Friday. See Manager Smith if you have any questions.

Questions:

Who needs to wear special footwear?
Where do you get the footwear from?
What day do you need to collect it by?

Number of questions answered correctly (out of 3):

Observations (e.g., re-read, struggled with specific words, answered quickly/slowly):

Task 3: Basic Spelling (Dictation)

Instructions to Professional: Dictate the following words clearly. Ask the individual to write them down. You can repeat each word once. Provide a pen and paper.

List: WORK, JOB, EMAIL, MESSAGE, MONEY, PEOPLE, BUILDING, FRIEND, KITCHEN, CALENDAR

Number of words spelled correctly (out of 10):

Observations (e.g., phonetic errors, guessed, self-corrected, very slow):

Task 4: Phonological Awareness (Sounds in Words)

Instructions to Professional: This is about sounds, not spelling. Ask these questions orally.

a) Say: "Tell me a word that rhymes with CAT." (Score 1 if correct rhyme, e.g., hat, mat)

Correct Incorrect

b) Say: "What is the first sound you hear in the word TABLE?" (Score 1 if says /t/ sound)

Correct Incorrect

c) Say: "If I say B-O-X, what word am I saying?" (Score 1 if says 'box')

Correct Incorrect

Observations (e.g., confused, took a long time, struggled with blending):

Task 5: Working Memory (Remembering Instructions)

Instructions to Professional: Read the instructions clearly ONCE. Ask the individual to carry them out. Observe how well they remember and execute the steps. Use real objects if possible, or simple actions.

Instructions: "Pick up the pen, then point to the window, and finally, touch your nose."

Number of steps remembered correctly (out of 3):

Observations (e.g., asked for repeat, forgot a step, needed prompting, correct but slow):

Overall Observations from Professional (Optional, but highly recommended):

Note any general observations during this section: signs of frustration, fatigue, self-correction, visual tracking, engagement, or compensatory strategies used.

Section 4: Your Confidence & Future Goals

This section explores how you feel about your learning and what you hope to achieve. Your thoughts are very important here!

24. How confident do you feel about your reading skills right now?

Very low confidence Low confidence Average confidence High confidence Very high confidence

25. How confident do you feel about your writing and spelling skills right now?

Very low confidence Low confidence Average confidence High confidence Very high confidence

26. How do your difficulties with reading/writing (if any) make you feel, or impact your daily life and future plans?

(e.g., frustrated, embarrassed, avoid certain tasks, feel limited in job choices)

27. What are your main goals for the future, in work, training, or your personal life?

(e.g., get a specific job, complete a course, learn a new skill, be more independent, start a business)

28. What kind of help or support do you think would help you most to achieve your goals?

(e.g., one-to-one tutoring, using special computer tools, hands-on training, help filling forms, more practice)

Section 5: Findings & Recommendations

FOR PROFESSIONAL USE ONLY: Use this section to interpret findings and outline actionable recommendations based on the individual's responses and performance in previous sections.

Overall Findings & Strengths Profile:

Based on all sections, what are the key observations? What are the individual's most prominent strengths and talents? Connect these to their personal history and aspirations.

Potential Indicators of Dyslexia:

Based on the screening, are there consistent indicators of dyslexia? (Refer to specific questions/tasks from Sections 2, 3, and 4). Avoid definitive diagnosis.

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

Suggest immediate, practical strategies the individual can use in daily life, work, or training. Focus on leveraging strengths and accommodating challenges. Examples: using speech-to-text, specific organisational tools, verbal communication.

Recommendations for Next Steps:

What should happen next? Choose one or more options below and provide details.

Recommended Next Steps: Refer to Adult Literacy / Functional Skills Course
Refer to Vocational Guidance / Apprenticeship Support
Explore 'Access to Work' support (if employed/seeking work)
Recommend a formal diagnostic assessment for dyslexia
No further action/support specifically for dyslexia indicated at this time (provide other general support)
Other (please specify below)

Professional's Notes & Discussion Points:

Any additional notes for the professional, or key points to discuss with the individual during feedback.

Thank you for completing The Dynamic Navigator Screener (DYN-S).

Remember, this tool is designed to empower you with understanding and practical pathways for your future.

Created by Lane Anthony

The Dynamic Navigator Screener (DYN-S)

Summary Report: Unlocking Potential for Life & Work

This report summarises key information and findings from The Dynamic Navigator Screener (DYN-S) assessment conducted on the individual.

Individual Details

Full Name: ${formData.full_name || 'N/A'}

Age: ${formData.age || 'N/A'}

Country of Origin: ${formData.country_of_origin || 'N/A'} (Optional)

Primary Language: ${formData.primary_language || 'N/A'}

Contact Email: ${formData.contact_email || 'N/A'} (Optional)

Contact Phone: ${formData.contact_phone || 'N/A'} (Optional)

Date of Screening: ${formData.date_of_screening || 'N/A'}

Professional Administering: ${formData.professional_name || 'N/A'}

Reason for Screening: ${formData.reason_for_screening || 'N/A'}

Health & Background Information

Recent Vision/Hearing Check: ${getRadioValue('vision_hearing_check')}

Details (Vision/Hearing): ${formData.vision_hearing_details || 'N/A'}

Known Health Conditions/Medication: ${formData.health_conditions || 'N/A'}

Currently Receiving Other Support: ${formData.current_support_received || 'N/A'}

How heard about Screener: ${formData.how_heard_about || 'N/A'}

Assessment Findings & Recommendations

Overall Findings & Strengths Profile:

${formData.overall_summary_strengths || 'N/A'}

Potential Indicators of Dyslexia:

${formData.dyslexia_indicators || 'N/A'}

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

${formData.practical_strategies || 'N/A'}

Recommended Next Steps:

${formData.next_steps_details || 'N/A'}

Professional's Notes & Discussion Points:

${formData.professional_notes || 'N/A'}

Report Generated: ${new Date().toLocaleDateString('en-GB')}

This summary is for informational purposes and does not constitute a formal diagnosis.

Created by Lane Anthony

DYN-S Dyslexia Screener

DYN-S Dyslexia Screener

DYN-S Dyslexia Screener

The Dynamic Navigator Screener (DYN-S)

Section 1: Introduction & Purpose

Who is this Screener For?

What Will This Screener Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Your Journey & Experiences

Your Details & Contact Information

Health & Background Information

Your School & Learning Experiences (Continued from original Q4)

How Things Are Now: Daily Life & Work/Training (Continued from original Q7)

Your Strengths & What You Enjoy (Continued from original Q11)

Section 3: Practical Skills & Observations

Task 1: Basic Reading (Functional Words)

Task 2: Reading Comprehension (Short Functional Text)

Task 3: Basic Spelling (Dictation)

Task 4: Phonological Awareness (Sounds in Words)

Task 5: Working Memory (Remembering Instructions)

Section 4: Your Confidence & Future Goals

Section 5: Findings & Recommendations

Overall Findings & Strengths Profile:

Potential Indicators of Dyslexia:

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

Recommendations for Next Steps:

Professional's Notes & Discussion Points:

The Dynamic Navigator Screener (DYN-S)

Individual Details

Health & Background Information

Assessment Findings & Recommendations

Overall Findings & Strengths Profile:

Potential Indicators of Dyslexia:

Immediate Practical Support & Strategies (The Dynamic Development Plan in Action):

Recommended Next Steps:

Professional's Notes & Discussion Points:

Address

Explore

Information