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Appendix 1
Some Tests for Dyslexia that
Can Be Used by Teachers

TEST OF PHONOLOGICAL AWARENESS-SECOND

EDITION: PLUS (TOPA-2+)
Joseph K. Torgeson and Brian R. Bryant

• Ages: 5 through 8 years.

• Testing time: Kindergarten—30–45 min.; Early Elementary—15–30 min.
• Administration: Group or individual.

This is a group-administered, norm-referenced measure of phonological awareness for

children ages 5 through 8 years. The scale, which can also be administered individually,
has demonstrated reliability and the test yields valid results that are reported in terms
of percentile ranks and a variety of standard scores.

COMPREHENSIVE TEST OF PHONOLOGICAL

PROCESSING (CTOPP)
Richard Wagner, Joseph Torgeson and Carol Rashotte

• Ages: 5;0 through 24;11.

• Testing time: 30 minutes.
• Administration: Individual.

The Comprehensive Test of Phonological Processing (CTOPP) assesses phonological

awareness, phonological memory and rapid naming. Persons with deficits in one or
more of these kinds of phonological processing abilities may have more difficulty
learning to read than those who do not.

Dyslexia: A Practitioner’s Handbook, Fourth Edition Gavin Reid

© 2009 John Wiley & Sons, Ltd. ISBN: 978-0-470-76040-6
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318 SOME TESTS FOR DYSLEXIA THAT CAN BE USED BY TEACHERS

LAUNCH INTO READING SUCCESS—TEST

OF PHONOLOGICAL AWARENESS
Lorna Bennett and Pamela Ottley

Phonological awareness programme designed just for young children. Can prevent read-
ing failure at an early stage if it is identified and intervention with the right programme
is used. Launch Into Reading Success is a phonological skills training programme
designed for use by teachers and other professionals in schools and for parents at
home. Can provide an effective first step for a child to take in the pursuit of literacy.

GORT-4: GRAY ORAL READING TESTS,

FOURTH EDITION
J. Lee Wiederholt and Brian R. Bryant

• Ages: 6;0 through 18;11.

• Administration time: 20–30 minutes.
• User qualification: Level B.

The Gray Oral Reading Tests, Fourth Edition (GORT-4) is an individually administered
test of oral reading ability that provides an efficient and objective measure of growth
in oral reading and an aid in the diagnosis of oral reading difficulties. Five scores give
you information on a student’s oral reading skills in terms of:

• rate—the amount of time taken by a student to read a story;

• accuracy—the student’s ability to pronounce each word in the story correctly;
• fluency—the student’s rate and accuracy scores combined;
• comprehension—the appropriateness of the student’s responses to questions about
the content of each story read;
• overall reading ability—a combination of a student’s fluency (i.e., rate and accuracy)
and comprehension score.

TOWRE—TEST OF WORD READING EFFICIENCY

Authors: Joseph Torgeson, Richard Wagner, and Carol Rashotte

• Ages: 6;0 through 24;11.

• Testing time: 5–10 minutes.
• Administration: Individual.

The Test of Word Reading Efficiency (TOWRE) is a nationally normed measure of

word reading accuracy and fluency.
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DYSLEXIA SCREENING TEST (DST) 319

WIST (WORD IDENTIFICATION

AND SPELLING TEST)
Barbara Wilson

Many teachers who are O-G trained use this test. Can pinpoint whether O-G would
help the student (can also be done in a group).

DIBELS
dibels.uoregon.edu/

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of stan-
dardised, individually administered measures of early literacy development. They are
designed to be short (one minute) fluency measures used to regularly monitor the
development of pre-reading and early reading skills.
The tests above available from PRO-ED, Inc.—leading publisher of nationally stan-
dardised tests (www.proedinc.com/customer/default.aspx)

BANGOR DYSLEXIA TEST

LDA, Cambridge, www.LDAlearning.com

This is a commercially available short screening test developed from work con-
ducted at Bangor University (Miles, 1983a). The test is divided into the following
sections:

• left–right (body parts);

• repeating polysyllabic words;
• subtraction;
• tables;
• months forward/reversed;
• digits forward/reversed;
• b–d confusion;
• familiar incidence.

DYSLEXIA SCREENING TEST (DST)

Fawcett and Nicolson (1996)

The screening instrument can be used for children between 6;6 to 16;5 years of age,
although there is also an alternative version developed by the same authors for younger
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320 SOME TESTS FOR DYSLEXIA THAT CAN BE USED BY TEACHERS

children, Dyslexia Early Screening Test, and also an adult version (Nicolson and
Fawcett, 1996). The test consists of the following attainment tests:

• one minute reading;

• two minutes spelling;
• one minute writing;

and the following diagnostic tests:

• rapid naming;
• bead threading;
• postural stability;
• phonemic segmentation;
• backwards digit span;
• nonsense passage reading;
• verbal and semantic fluency.

The Dyslexia Screening tests can be accessed by all teachers and are available
from the Psychological Corporation, 24–28 Oval Road, London NW1 1YA; e-mail
cservice@harcourtbrace.com.

COGNITIVE PROFILING SYSTEM (CoPS)

Lucid Creative Ltd, Beverley, Yorkshire, UK

This is a computerised screening programme and constitutes a user-friendly package,

complete with facilities for student registration, graphic report and printout of results.
CoPS is used in over 3500 primary schools in the UK and elsewhere in the world.

SPECIAL NEEDS ASSESSMENT PROFILE

(SNAP Version 3)
Weedon and Reid (2003, 2005, 2008)

The Special Needs Assessment Profile (SNAP) is a computer-aided diagnostic assess-

ment and profiling package that makes it possible to ‘map’ each students’ own mix of
problems on to an overall matrix of learning, behavioural and other difficulties. From
this, clusters and patterns of weaknesses and strengths help to identify the core fea-
tures of a student’s difficulties—visual, dyslexic, dyspraxic, phonological, attentional
or any other of the 17 key deficits targeted—and suggests a diagnosis that points the
way forward for that individual student. It provides a structured profile which yields
an overview at the early stages of ‘School Action’ in the Code of Practice—and also
informs the process of external referral, at ‘School Action Plus’.
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WIDE RANGE ACHIEVEMENT TEST (WRAT 4) 321

SNAP involves four steps:

Step 1 (Pupil Assessment Pack)—structured questionnaire checklists for completion by

class teachers and parents give an initial ‘outline map’ of the child’s difficulties.

Step 2 (CD-ROM)—the SENCO or Learning Support staff charts the child’s difficul-
ties, using the CD-ROM to identify patterns and target any further diagnostic
follow-up assessments to be carried out at Step 3.

Step 3 (User’s Kit)—focused assessments from a photocopiable resource bank of quick

diagnostic ‘probes’ yield a detailed and textured understanding of the child’s
difficulties.

Step 4 (CD-ROM)—the computer-generated profile yields specific guidance on support

(including personalised information sheets for parents) and practical follow-up.

The kit helps to facilitate collaboration between different groups of professionals and
between professionals and parents, which is vital in order to obtain a full picture of the
student’s abilities and difficulties. There is a dedicated website, freely accessible, that
contains a number of ideas on teaching to cover difficulties associated with 17 different
specific learning difficulties. The website address is www.SNAPassessment.com.
SNAP is available from Hodder and Stoughton (www.hoddertests.co.uk) and also
at www.SNAPassessment.com.

WECHSLER INDIVIDUAL ACHIEVEMENT TEST

(WIAT-11)
This is a comprehensive measurement tool useful for achievement skills assessment,
learning disability diagnosis, curriculum planning, and suitable from pre-school chil-
dren to adults. New norms also allow for the evaluation of and academic planning for
college students with disabilities.
The test includes reading and listening comprehension, word reading and pseu-
doword reading, spelling and written expression as well as oral expression. There are
also sub-tests on numerical operations and mathematical reasoning.
WIAT-11 is available from www.pearsonassess.com.

WIDE RANGE ACHIEVEMENT TEST (WRAT 4)

The WRAT 4 includes the following four subtests:

• Word Reading—measures letter and word decoding through letter identification and
word recognition
• Sentence Comprehension—measures an individual’s ability to gain meaning from
words and to comprehend ideas and information contained in sentences through the
use of a modified close technique
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322 SOME TESTS FOR DYSLEXIA THAT CAN BE USED BY TEACHERS

• Spelling—measures an individual’s ability to encode sounds into written form

through the use of a dictated spelling format containing both letters and words
• Maths Computation—measures an individual’s ability to perform basic mathematic
computations through counting, identifying numbers, solving simple oral problems,
and calculating written maths problems.