Every so often a parent tells me something that makes me put the kettle on and think. This week it was this: their child's clinical psychologist had suggested cognitive processing testing, but explained that they don't really "believe in" the label of dyslexia.
If that sounds surprising, you're not alone. It is also a view with academic weight behind it. So let's unpick it, because the answer to "does my child need a label?" is more interesting than a simple yes or no.
The debate in plain English
In 2014, Professors Julian Elliott and Elena Grigorenko published The Dyslexia Debate, a book that caused quite a stir. Their argument, put simply, was that research struggles to draw a clear line between a "dyslexic" poor reader, and any other child who finds reading hard. Both groups, they argued, need the same thing: good, structured, early teaching (specialist teaching for literacy is a thing).
Since then, thinking has moved on, and in a direction that partly agrees with them. The 2025 Delphi consensus definition of dyslexia (which I've written about before) describes dyslexia as something that sits on a continuum rather than a box you are either in or out of. Difficulties can be mild, moderate or severe, and they often sit alongside other challenges.
So when a professional says "let's describe the profile rather than reach for a label", they are not being awkward. They are reflecting a genuine shift in how we understand reading difficulties.
What a cognitive profile can tell you
This is the part I find really exciting. Good psychometric testing doesn't just tell you that reading is hard. It helps explain why.
A cognitive profile might show us how a child is getting on with:
Phonological processing: hearing and working with the sounds in words
Rapid automatised naming: how quickly familiar information can be retrieved
Working memory: holding information in mind while using it
Processing speed: how efficiently a child works through visual information
Two different children can both struggle with reading for completely different reasons. One may find sounds slippery; another may decode beautifully but run out of steam because everything takes so long. Knowing the difference changes how we teach, and that is where the real value lies.
Why would anyone want the label?
Because, in the real world, a word can open doors. A few things a diagnosis can add:
Self understanding. Many children carry a quiet worry that they are "just can’t do it". A clear explanation, sometimes with a name attached, can bring enormous relief. I have watched children's shoulders drop when they realise their brain simply works differently.
Recognition at university and work. Further down the line, Disabled Students' Allowance asks for a diagnostic report, and dyslexia can be recognised under the Equality Act. A profile without a diagnosis may leave a young person with insight but less leverage.
A shared language. Teachers, tutors and families all know what dyslexia means (even if they don't always agree on it!). That common ground can make conversations easier.
It's worth being honest too: plenty of support does not depend on a label. Schools should respond to need, and exam access arrangements are based on evidence of difficulty rather than a diagnosis on its own. So a label is helpful, but it isn't a golden ticket.
A profile is not the whole picture
One important point: cognitive testing on its own doesn't tell us whether a child has a literacy difficulty. For that we also need to look at reading and spelling attainment, the child's history, family background and how they have responded to good teaching. A diagnostic assessment brings all of these together, so the scores sit inside a story rather than floating on their own.
Which route fits your family?
A cognitive profile may be enough if you mainly want to understand how your child learns and shape their support at home and school.
A full diagnostic assessment may help if you are thinking ahead to secondary school, exams or university, or your child would benefit from a clear explanation of their difficulties.
Either way, the most valuable outcome is the same: knowing what helps.
So, label or no label?
My honest answer is: it depends on what your child needs. I don't think it is a battle between the two camps. A label without understanding isn't much use, and understanding without recognition can leave families stuck when they need support most.
At Birchall House, my assessments give you both. You get a detailed picture of your child's cognitive and literacy profile, explained in plain English, alongside a clear conclusion that schools, exam boards and universities recognise. What you do with the label is then entirely up to you.
If you are weighing up your options, I'm always happy to have a chat. Reach out via Whatsapp or email, I would love to talk to you!
