Guidelines for Using the "Identify to Support" Tool
This screening tool is designed to help career counselors and youth workers identify potential indicators of dyslexia in high school students.It is not a diagnostic instrument, but rather an early identification aid that can inform further steps or support planning.Preparation and Environment
Before administering the tool, it is essential to ensure a calm and supportive environment. The student should feel comfortable, respected, and not under pressure. The test should ideally be conducted in a quiet space, free from distractions. A warm, empathetic tone and a non-judgmental approach from the counselor will help the student feel safe and willing to respond honestly. You may introduce the tool by explaining that:“We are going to go through a few statements to better understand how you experience reading, writing, and learning. There are no right or wrong answers—just respond as truthfully as you can based on your personal experience.” Encourage students to ask for clarification if they don’t understand a question. Remind them that this is not a test of intelligence, and that many capable and successful people have faced similar challenges.How to Administer
- Read each question out loud if needed, especially for students with reading difficulties.
- Allow the student to reflect and answer without rushing.
- You may clarify examples if they are unsure (e.g., “rhyming words like cat–hat”).
- Responses should reflect their personal experiences, not assumptions about what’s “normal.”
Scoring and Interpretation
Each answer corresponds to a point value (as per the internal scoring rubric).For questions 1–17, each response is scored as follows:- 1 point (not at all)
- 2 points (a little)
- 3 points (sometimes)
- 4 points (often)
- 2 points (not at all)
- 4 points (a little)
- 6 points (sometimes)
- 8 points (often)
Interpretation of Results
Below 86 points – Unlikely presence of dyslexia traits
The results indicate that the student is unlikely to exhibit pronounced difficulties characteristic of dyslexia. This range is typically observed in students who do not display common signs of dyslexia. However, if academic performance remains weak despite this result, other factors may be present (for example, difficulties with attention, motivation, or comprehension of the learning material). It is important to note that some students with dyslexia develop compensatory strategies that may mask their difficulties.Between 86–129 points → Possible mild dyslexia traits or dyslexia indicators
This result indicates the presence of certain characteristics associated with dyslexia, though in a milder form. Students in this category are typically diligent and achieve good academic outcomes, but they often do so with significantly greater effort than their peers. They may frequently feel uncertain about their own abilities and display lower self-confidence. A counselor may recommend reading strategies, the use of digital support tools, additional instructional explanations, and activities aimed at strengthening self-confidence and motivation.Above 129 points – High likelihood of dyslexia
This result indicates significant difficulties related to reading, writing, and information processing. Students with this score often demonstrate pronounced strengths in creative thinking, visual–spatial abilities, and problem-solving; however, they require structured support and appropriate adjustments in the learning process. The counselor should recommend a formal assessment by a special educator or psychologist, as well as engage in discussions with parents and teachers regarding possible forms of support.It is important to emphasize that early identification and encouragement of strengths can significantly influence a student’s self-confidence and academic progress. Important ReminderThe purpose of this tool is to support understanding and guidance, not to assign labels. Each result should be considered within the context of the student’s individual circumstances, including motivation, emotional state, and educational environment. Remember: this tool aims to open conversations and guide support, not to label or diagnose.Next Steps
If indicators of dyslexia are identified, counselors should:- Discuss the findings with the student and their guardians (if appropriate);
- Share informative resources (e.g., www.cskill.eu);
- Collaborate with teachers or school specialists;
- Encourage the student’s strengths and advocate for inclusive strategies.