Screening & Assessment Tools: (Source: Dr. Nancy Cushen White, Dr. Fumiko Hoeft and Kathy Futterman) The following is a sample list of assessment tools that professionals may wish to consider using in assessing students for dyslexia. The list is not exhaustive. Resources: International Dyslexia Association Perspective on Language and Literacy. Fall Edition 2016, Vol 42. No.4, p.19 For Spanish resources, see http://www.cal.org/twi/pdfs/assessments.pdf

You Asked!

www.DecodingDyslexiaCA.org Reviewed February 2017

Disclaimer: Please note that DDCA does not officially endorse, represent, or have a legal connection with any of the resources listed below. These are commercially available assessment tools that many teachers and professionals found useful in screening and assessing dyslexia. The list is just a sample and is not meant to be exhaustive.

SKILL SCREENING TOOLS

SCREENING TOOLS

In Spanish

ASSESSMENT TOOLS

ASSESSMENT TOOLS

In Spanish Ph

onol

ogic

al A

war

enes

s Ph

onem

ic A

war

enes

s DIBELS

DST

WRMT

WJ-IV Achievement

WJ-IV Oral Language

CTOPP-2

CELF-5

PAL-II

IDEL

CELF-5 Spanish

TPAS

Tejas Lee K-3

WRMT-3

WJ-IV Achievement

WJ-IV Oral Language

CTOPP-2

CELF-5

FAR

KTEA-3

PAL-II

BESA/BESAME Batería III Woodcock-Muñoz TOPPS

CELF-5 Spanish

TPAS

Rap

id N

amin

g: L

ette

rs, N

umbe

rs,

Col

ors,

Obj

ects

DIBELS

DST

WRMT-3

WJ-IV Achievement

TOWRE-2

CELF-5

PAL-II

IDEL CELF-5 Spanish

WRMT-3

WJ-IV Achievement

TOWRE-2

CTOPP-2

CELF-5

FAR

KTEA-3

PAL-II

Batería III Woodcock-Muñoz

TOPPS

CELF-5 Spanish

Alp

habe

t Kno

wle

dge

DIBELS

DST

WRMT-3

WJ-IV Achievement

WMLS-R NU

PAL-II

IDEL WMLS-III Tejas Lee k-3

WRMT-3,

WJ-IV Achievement

WMLS-R NU

KTEA-3

PAL-II

WIAT-III

Batería III Woodcock-Muñoz WMLS-III

Gra

phem

e-Ph

onem

e &

Ph

onem

e-G

raph

eme

Ass

ocia

tion

DIBELS DST WRMT-3 WJ-IV Achievement TOWRE-2

IDEL

Tejas Lee k-3

WRMT-3 WJ-IV Achievement TOWRE-2

Batería III Woodcock-Muñoz

SKILL SCREENING TOOLS

SCREENING TOOLS

In Spanish

ASSESSMENT TOOLS

ASSESSMENT TOOLS

In Spanish Si

ngle

Wor

d D

ecod

ing

of

Rea

l Wor

ds &

Pre

dict

able

N

on-W

ords

DIBELS

DST

WRMT-3

WJ-IV Achievement

TOWRE-2

KTEA-3

WIAT-III

IDEL

Tejas Lee k-3

WRMT-3,

WJ-IV Achievement

TOWRE-2

KTEA-3

WIAT-III

Batería III Woodcock-Muñoz

Rea

ding

Com

preh

ensi

on

DIBELS

DST

WIAT-III

WRMT-3

WJ-IV Achievement

GORT-5

AIMSweb

SAT-10

KTEA-3

DRA

IDEL

EDL2

Tejas Lee k-3

WIAT-III

WRMT-3

WJ-IV Achievement

GORT-5

AIMSweb

SAT-10

KTEA-3

PAL-II

FAR (silent reading)

Nelson-Denny (silent reading)

Batería III Woodcock-Muñoz

Apprenda

Ora

l Rea

ding

Flu

ency

DIBELS

DST

DRA

WRMT-3

WJ-IV Achievement

GORT-5

AIMSweb

KTEA-3

WIAT-III

PAL-II

IDEL

EDL2

Tejas Lee k-3

WRMT-3

WJ-IV Achievement

GORT-5,

AIMSwe,

KTEA-3

WIAT-III

FAR

PAL-II

Bateria III Woodcock-Muñoz

SAT

Enco

ding

(Spe

lling

) DIBELS

DST

WRMT-3

WJ-IV Achievement PPVT

IDEL

SABE/2

Tejas Lee k-3

WRMT-3

WJ-IV Achievement WIAT-III

PPVT

Bateria III Woodcock-Muñoz

TVIP

ADDITIONAL MEASURES ESSENTIAL FOR COMPREHENSIVE ASSESSMENT

Pho

nolo

gica

l M

emor

y

CTOPP-2

TAPS-3

WJ-IV Oral Language

WIAT-III

CELF-5

TAPS-3 SBE

CELF-5 Spanish

CTOPP-2

TAPS-3

WJ-IV Oral Language

WIAT-III

CELF-5

TOPPS

TAPS-3 SBE

CELF-5 Spanish

Ora

l lan

guag

e (R

ecep

tive,

Exp

ress

ive)

PPVT-4

EVT-2

WJ-IV Oral Language

CELF-5

WMLS-R NU

BESOS

CELF-5 Spanish

WMLS-III

PPVT-4 EVT-2

WJ-IV Oral Language

CELF-5 PLS-5 WMLS-R NU

BESA/BESAME

TVIP

CELF-5 Spanish

PLS-5 Spanish

WMLS-III

Syn

tact

ic

Pro

cess

ing

CELF-5

BESOS

CELF-5 Spanish

BCM-I and II

CELF-5 BESA/BESAME

CELF-5 Spanish

Mor

phol

ogic

al

proc

essi

ng

CELF-5

FAR

BESOS

CELF-5 Spanish

CELF-5

FAR

BESA/BESAME

CELF-5 Spanish

Ort

hogr

aphi

c pr

oces

sing

TOC FAR

TOC

FAR

Han

dwri

ting

PATOSS DASH/DASH 17+ Minnesota Handwriting Assessment HWT

HWT Spanish

DASH/DASH17+, Minnesota Handwriting Assessment

Wri

ting

Com

posi

tion

/ W

ritin

g Fl

uenc

y

TOWL-4 WIAT-III

WJ-IV Achievement

KTEA-3

WMLS-R NU

WMLS-III TOWL-4

WIAT-III

WJ-IV Achievement

KTEA-3

WMLS-R NU

WMLS-III

Formal language-literacy assessment measures

Assessment of Literacy and Language (ALL) Grade Range: Pre-K-1st Clinical Evaluation of Language Fundamentals – 5 (CELF-5) Age Range: 5:0-21:11 Comprehensive Assessment of Spoken Language-2 (CASL-2) Age Range: 3:0-21:11 Comprehensive Test of Phonological Processing-2 (CTOPP-2) Age Range: 4:0-24:11 Gray Oral Reading Test-5 (GORT-5) Age Range: 6:0-23:11 Oral and Written Language Scales-II (OWLS-II) Age Range: 3:0-21:11 Peabody Picture Vocabulary Test-4 (PPVT-4) Age Range: 2:6-90+ Rapid Automatic Naming/Rapid Automatic Stimulus (RAN/RAS) Age Range: 5:0-18:11 Receptive One Word Picture Vocabulary Test-4 (ROWPVT-4) Age Range: 2:0-80+ The Phonological Awareness Test (TOPA) Age Range: 5:0-9:11 Test of Adolescent and Adult Language-4 (TOAL-4) Age Range: 12:0-24:11 Test of Auditory Processing Skills-3 (TAPS-3) Age Range: 4:0-18:11 Test of Early Reading Ability-3 (TERA-3) Age Range: 3:6-8:6 Test of Integrated Language & Literacy Skills (TILLS) Age Range: 6:0-18:11 Test of Language Development-Primary-4 (TOLD-P:4) Age Range: 4:0-8:11 Test of Language Development-Intermediate-4 (TOLD-I:4) Age Range: 8:0-17:11 Test of Pragmatic Language-2 (TOPL-2) Age Range: 6:0-18:11

Test of Written Language-4 (TOWL-4) Age Range: 9:0-17:11 Woodcock Reading Mastery Test-III (WRMT-III) Age Range: 4:6-79:11 Word Test-3 Age Range: 6:0-11:11; Grade Range: 1st-6th

During an eligibility assessment for special education, students are typically evaluated with nationally norm-referenced, standardized tests of academic achievement in addition to the use of informal measures.

Woodcock-Johnson, Tests of Achievement, Fourth Edition (WJ-IV)

Weschler Individual Achievement Test, Third Edition (WIAT-III) Instruments for assessing accurate and fluent word recognition and poor spelling and decoding abilities are listed as follows:

Gray Oral Reading Tests - 5, (GORT-5) Age Range: 6:0 to18:11 Gray Silent Reading Test (GSRT) Age Range: 7:0 to 25:0 Gray Diagnostic Reading Tests-2 (GDRT-2) Age Range: 6:0 to 13:11 Nelson-Denny Reading Test Age Range: 9:0-16:11 Process Assessment of the Learner (PAL-II) – Diagnostics for Reading & Writing Test of Irregular Word Reading Efficiency (TIWRE) Age Range: 3:0-94 Test of Silent Word Reading Efficiency (TOSWRE) Age Range: 6:6-17:11 Test of Word Reading Efficiency-2 (TOWRE-2) Age Range: 6:0-24:11 Woodcock-Johnson-IV (WJ-IV) –List reading skills subtests in version IV Age Range: 2:0-80+ Woodcock Reading Mastery Tests-III (WRMT-III) Age Range: 5:0-75+

Measures of spelling

Process Assessment of the Learner-II (PAL-II) – Diagnostics for Reading & Writing Grade Range: K to 6th grade Test of Early Written Language-3 (TEW-3L) Age Range: 4:0-10:11 Test of Written Language – 4 (TOWL-4) - Spelling subtest Age Range: 9:0-17:11 Test of Written Spelling – 5 (TWS-5) Age Range: 6:0-18:0 Wide Range Achievement Test-4 (WRAT-4) Age Range: 5:0-94 Wechsler Individual Achievement Test-III (WIAT-III) – list subtests Age Range: 4:0-50:11 Woodcock-Johnson-IV (WJ-IV) – spelling & spelling of sounds subtests Age Range: 2:0 to 80+ Word Identification and Spelling Test (WIST) Age Range: 7:0-18:11

Instruments for assessing for phonological processing:

Comprehensive Test of Phonological Processing – 2 (CTOPP-2) Age Range: 4:0-24:11

Kaufman Test of Educational Achievement-II (KTEA-II)

Age Range: 4:6-90+: 4-6 to 90+ Lindamood Auditory Conceptualization Test-3 (LAC-3)

Age Range: 5-0-18-11 Process Assessment of the Learner (PAL-II) – Test Battery for Reading and Writing

Grade Range: K-6th Test of Phonological Awareness-2+ (TOPA-2+)

Age: 5:0-8:11; Grade Range: K-3rd The Phonological Awareness Test-2 (PAT-2) Age Range: 5:0-9:11; Grade Range: K-4th

Informal assessment measures: Skills surveys and criterion-referenced measures

Skill surveys, such as those provided within the curriculum or CORE Assessing Reading: Multiple Measures (Arena Press, 2008). Informal reading inventories, such as the Texas Primary Reading Inventory (TPRI), Qualitative Reading Inventory (Leslie and Caldwell, 2016), Basic Reading Inventory (Johns, Elish-Piper, and Johns, 2017) or Ekwall/Shanker Reading Inventory (2013). Dynamic Indicators of Beginning Early Literacy (DIBELS) or AimsWeb. Predictive Assessment of Reading (PAR) Informal spelling inventories, such as Words Their Way, Wilson Assessment for Decoding & Encoding (WADE). Criterion-referenced measures Curriculum-based reading measures Dynamic assessment Writing samples

In Spanish

Parent interviews

Transdisciplinary Play-Based Assessment (TPBA)

Bilingual Early Language Assessment (BELA)

Ages and Stages Parent Questionnaire

Child Development Inventory (CDI)

Dyslexia screeners for school age children

Colorado Learning Disabilities Questionnaire—Reading Subscale (CLDQ-R) https://dyslexiaida.org/screening-for-dyslexia/dyslexia-screener-for-school-age-children) Shaywitz DyslexiaScreen http://www.pearsonclinical.com/education/products/100001918/shaywit-dyslexiascreen.html

Adult dyslexia screeners:

Adult Reading History Questionnaire (ARHQ) https://dyslexiaida.org/screening-for-dyslexia/dyslexia-screener-for-adults/

Adult Dyslexia Checklist http://www.bdadyslexia.org.uk/screening

Adult Self-Report of Dyslexia http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3382192