University of Michigan’s Dyslexia Help has a list of dyslexia tests with brief descriptions of the different types of evaluations that can be used to diagnose dyslexia. Remember, the diagnosis of dyslexia is not based on numbers or scores. The key identifier of dyslexia is ~unexpected~ in relation to an individual’s ability. The general pattern of dyslexia is average to above average in understanding concepts but low in skills. What makes dyslexia seem difficult to diagnose is that each person does not have the same exact symptoms because each person has different strengths to compensate for his/her weaknesses. Dyslexia becomes more apparent when looking at the patterns of errors and the patterns of difficulties.
Test scores are just a snapshot in time and depend on many different variables. There may be a wide variation in subtest scoring (subtest scatter) and the scores should not be averaged together. Subtest scatter can be a red flag for a specific learning disability as it may show the general pattern of average to above agerage in concepts and low in skills. Diagnosing dyslexia requires knowing what to look for, knowing the patterns, and how to interpret the results by someone with knowledge and background in psychology, reading, language, and education.
For more information, check out these resources:
- NCLD’s Testing for Dyslexia
- Who Can Diagnose LD and/or ADHD?
- Testing and Diagnosis
- IDA’s Fact Sheet Testing and Evaluation
- Wrightslaw Tests and Measurements for the Parent, Teacher, Advocate & Attorney
- Dyslexia Help Tests for Dyslexia and Learning Disabilities
- Middle Tennessee State University Center for Dyslexia : Dyslexia Assessment Battery (not exhaustive)
- Types of Educational Tests
- The Art and Science of Testing: Why Assessing a Child Is Not Child’s Play
- Dyslexia: More than a Score
- Dyslexia and the Old Masters: A Brief Look Back
- Interpreting Scores
- Isn’t it Dyslexia?