Dyslexia

• Letter-sound knowledge
  • Can identify individual letters
  • Produce sounds that appropriately represent letters
  • Pronunciation
  • Write single letters and letter patterns
  • Can spell nonsense words
• Word decoding
  • Reading lists of words
  • Reading lists of nonsense words
• Reading fluency- reading efficiency and comprehension
  • Silently read simple sentences and indicate if they are true or false
  • Read an oral passage as quickly as possible
  • Read orally a list of single words or nonsense words (timed)
• Spelling (encoding)
  • Write single letters and spell words that are dictated
  • Choose the correctly spelled word from a group of 4, three of which are misspelled
• Reading Comprehension
  • Read a passage silently and answer questions based on the passage (passage may or may not be visible to the student when answering questions)
  • Read a passage with a word or phrase missing, provide the missing word(s)
  • Silently read three sentences
    • One correct and two that contain a silly word that makes the sentence illogical (e.g., “The boy cames [sic] home late”) and circle the sentence that makes sense

• Letter-sound knowledge
  • Woodcock-Johnson IV Tests of Achievement (Word Attack, Spelling of Sounds)
  • Kaufman Test of Educational Achievement, 3rd ed. (Letter Naming Facility, Letter Checklist)
  • Process Assessment of the Learner, 2nd ed. (Letters)
  • Wechsler Individual Achievement Test, 3rd ed. (Naming Letters, Letter-Sound Correspondence)
• Word Decoding
  • Woodcock-Johnson IV Tests of Achievement (Letter- Word Identification)
  • Kaufman Test of Educational Achievement, 3rd ed. (Letter and Word Naming)
  • Wechsler Individual Achievement Test, 3rd ed. (Word Reading)
• Reading Fluency
  • Woodcock-Johnson IV Tests of Achievement (Oral Reading, Sentence Reading Fluency)
  • Test of Word Reading Efficiency–2 (Sight Word Efficiency, Phonemic Decoding Efficiency)
  • Kaufman Test of Educational Achievement, 3rd ed. (Word Recognition Fluency)
  • Decoding Fluency
  • Silent Reading Fluency
  • Process Assessment of the Learner, 2nd ed. (RAN-Words, Morphological Decoding Fluency, Sentence Sense)
  • Wechsler Individual Achievement Test, 3rd ed. (Oral Reading Fluency)
  • Gray Oral Reading Tests, 5th ed. (Rate, Fluency)
• Spelling
  • Woodcock-Johnson IV Tests of Achievement (Spelling)
  • Kaufman Test of Educational Achievement, 3rd ed. (Spelling)
  • Process Assessment of the Learner, 2nd ed. (Word Choice)
  • Wechsler Individual Achievement Test, 3rd ed. (Spelling)
• Reading Comprehension
  • Woodcock-Johnson IV Tests of Achievement (Passage Comprehension, Reading Recall, Reading Vocabulary)
  • Kaufman Test of Educational Achievement, 3rd ed. (Reading Comprehension)
  • Process Assessment of the Learner, 2nd ed. (Does It Fit?, Sentence Sense Accuracy score; Sentence Structure)
  • Wechsler Individual Achievement Test, 3rd ed. (Reading Comprehension)

Reference for Dyslexia Testing in Schools by Jennifer Lindstrom, Associate Professor for Communication Sciences and Special Education, University of Georgia