The Dyslexia Screening Test is child friendly scientific tests used globally in educational settings to help identify children who are at the risk of Dyslexia.
The test consists of twelve subtests which focus to evaluate accuracy and fluency in reading, writing, and spelling. The following subtests also assess motor coordination, attention span, reasoning ability and vocabulary skill which are vital for attainment of literacy skills.
- RAPID NAMING
- BEAD THREADING
- ONE MINUTE READING
- POSTURAL STABILITY
- PHONEMIC SEGMENTATION
- TWO MINUTE SPELLING
- BACKWARDS DIGIT SPAN
- NONSENSE PASSAGE READING
- ONE MINUTE WRITING
- VERBAL FLUENCY
- RHYME NEW
- VOCABULARY NEW
These tasks appear to children as interesting since they involve identifying pictures, solving puzzles, and answering simple questions.
Progressive Matrices and Vocabulary Scales assess the general cognitive abilities in children. It measures non-verbal and verbal aspects of general ability.
The Progressive Matrices usefully provide an assessment of non-verbal ability and the Vocabulary Scales provide scores in the verbal domain.
The tests can provide a fair measure of ability for children from diverse populations with different language and cultural backgrounds, for children with hearing difficulties, for children who experience disorders of language abilities and it also measures the difference between verbal and nonverbal aspects of general ability.
The test provides a brief, reliable measure of cognitive ability, intellectual ability and estimate IQ scores for vocational or rehabilitation purposes.
Four-Subtest Form consists – Vocabulary, Similarities, Block Design, Matrix Reasoning
Two-Subtest Form consists of Vocabulary and Matrix Reasoning
Measures a child’s phonological awareness skills and helps identify children at risk for reading failure. The tests includes six sub tests.
- RHYME AWARENESS
- SYLLABLE SEGMENTATION
- ALLITERATION AWARENESS
- SOUND ISOLATION
- SOUND SEGMENTATION
- LETTER-SOUND KNOWLEDGE
Screening system for measuring behavioural and emotional strengths and weaknesses in children.
Assessing the behavioural and emotional functioning of children and adolescents can be an effective tool in promoting student success. Academic problems, along with problems associated with developing and maintaining positive relationships with others, can be the result of underlying behavioural and emotional deficits that, when caught early, can be corrected before negatively affecting a child or adolescent.
The Behavioral and Emotional Screening System assess a wide array of behaviours that represent both behavioural problems and strengths, including internalizing problems, externalizing problems, school problems, and adaptive skills.
The test screens for reliable indications of ADD in all ages. The test goes beyond measures that address only hyperactivity but it also assesses for less apparent impairments of functioning that impact academic, social, emotional and behavioural functioning.
The test features five clusters frequently associated with ADD—plus a sixth one, Monitoring and Self-Regulating Action, that encompasses problems in appropriately controlling behavior:
- ORGANIZING, PRIORITIZING AND ACTIVATING TO WORK
- FOCUSING, SUSTAINING AND SHIFTING ATTENTION TO TASKS
- REGULATING ALERTNESS, SUSTAINING EFFORT AND PROCESSING SPEED
- MANAGING FRUSTRATION AND MODULATING EMOTIONS
- UTILIZING WORKING MEMORY AND ACCESSING RECALL
- MONITORING AND SELF-REGULATING ACTION