I am a qualified teacher with over 15 years of experience working with children and young people across a range of educational settings. Throughout my career, I have developed a particular interest in supporting learners with special educational needs and helping children and young people understand and overcome barriers to learning.

I am a Special Educational Needs Coordinator (SENCo), dyslexia specialist and assessor, with a wealth of experience identifying and supporting specific learning difficulties.

My approach to assessment is thorough, supportive and individualised. I recognise that every learner is different, and that difficulties with reading, writing, spelling or numeracy can have a significant impact on confidence as well as academic progress. An assessment is therefore not simply about identifying areas of difficulty; it is about developing a clearer understanding of an individual's strengths, needs and learning profile.

I aim to make the assessment process positive and reassuring, providing clear explanations and practical recommendations that can make a meaningful difference at home, in education and, where appropriate, in the workplace.

Whether you are seeking an assessment for yourself or your child, my goal is to provide clear answers, greater understanding and practical support for the next steps.

Jane S. Naylor BSc (Hons), PGCE, MEd, MPsych, NASENCo, AMBDA
APC: 26/AMB05075, British Dyslexia Association
Level 3 Working Together in Safeguarding Certificate
Registered with the DBS update service

What is dyslexia?

In 2025, an international group of dyslexia experts published the findings of a Delphi study designed to develop greater consensus around the definition and identification of dyslexia.

Dyslexia is acknowledged as a neurobiological and developmental learning difficulty primarily marked by “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” (Carroll et. al., 2025, p.1069).

The Delphi Study recognises that difficulties with reading fluency and spelling are key features of dyslexia, while also acknowledging the important role of phonological processing, working memory, processing speed and orthographic skills.

An important aspect of The Delphi definition is its recognition that dyslexia exists on a continuum. Individuals can experience dyslexic difficulties to different degrees, rather than dyslexia being viewed as a simple category in which someone either does or does not have the condition.

It also highlights the influence of genetic and environmental factors and recognises that dyslexia can co-occur with other developmental difficulties, such as dyscalculia, ADHD and developmental language disorder.

Importantly, the study supports an understanding of dyslexia that looks beyond a single test score. A comprehensive assessment considers an individual's reading, spelling and wider learning profile alongside relevant cognitive and processing skills, developmental history and educational experience.

The Delphi study provides an important contemporary framework for understanding dyslexia and supporting evidence-informed assessment and intervention.