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Welcome to Dyslexia-Check

Dyslexia is a recognised disability affecting 10% of the population, Dyslexia-Check is a quick 30 minute psychometric computer test to recognise dyslexia.

Sir T.R. Miles of Bangor University has assessed the face validity of the test and sub test. Dyslexia may affect the ability to develop good literacy and numeracy skills. Undiagnosed dyslexia has a great social cost.

Undiagnosed dyslexia may lead to:

  • Education failure
  • Low self esteem
  • Poor confidence
  • Reduced employment prospects
  • Disruptive and anti-social behaviour

Instines measures the following cognitive performances:

  • Spatial awareness and recognition
  • Homophone/spelling recognition
  • Verbal reasoning
  • Reverse, audio and visual digit span
  • 3D processing
  • Directional awareness
  • Right and left awareness
  • Reading speed
  • Comprehension

What Dyslexia-Check Measures

Spelling/Homophone:

Highly indicative of spelling difficulties due to specific learning difficulties, this trait is the one most frequently underachieved by dyslexics. However, no one score can be used to make the diagnosis of dyslexia.

The subject has been asked to spot the correct spelling amongst 3 other misspellings, which are all pseudo homophones of the given word. The word is also read to the subject by the software.

Older dyslexics who have begun to compensate, may have average, even good spelling abilities, but remain poor achievers in this test. This is because the 'rules' to spelling do not help them when confronted with 'possibly correct' alternatives. This is a strong indicator of likely difficulties with spelling, throughout life.

Spatial Recognition:

This score is taken from the pattern reconstruction test. Visual processing abilities in the average dyslexic have been found to be higher than in non-dyslexics (due to more symmetrical volumes of brain mass in the planum temperal). This is (like all rules regarding dyslexia) not always the case. One confounding influence on this test could be very poor visual working memory.

Verbal Reasoning:

This measures the subject's more contextual understanding of words, rather than (as a vocabulary test might) their ability to give a simple definition.

Reading Speed:

This is another good indicator of dyslexia (when taken in conjunction with other indicators). It is important to note that if the reading speed test has a high score and the comprehension test a very low score then the subject may not have read the comprehension test passage.

Many poor readers may try to skip the passage, as they are embarrassed to say they cannot read or find the task highly frustrating. If you think this may be a problem, stipulate the importance of the test before the subject begins the first subtest.

If the subject does skip the test, the diagnosis given by the computer will most likely still be accurate regarding the presence of dyslexia (with the usual error margin). However, it is advised that more assessment is conducted to investigate the cause: it may be that poor eyesight, and/or other specific learning difficulties are the issue here.

Directional Awareness:

Dyslexics tend to generate extreme scores on this test. This score is taken from the maze test. The 'average dyslexic' will tend to get to grips with the 3D maze quickly, and thus travel a good distance through the maze. They may also confuse North and South, East and West and hence run a higher risk of heading further in the wrong direction. So most dyslexics will do very well, and a large percentage of those who don't, will do very poorly.

Digit Span (forward and reverse):

These two scores indicate the strength of the subject's short-term/working memory. Again this can be a poor score in most dyslexics. This is not significantly affected by E.S.L. (English being a Second Language) and so provides a useful distinction between SpLDs (Specific Learning Difficulties) and environmental/educational impairment of skills. This is also an indicator that a subject may need to use tailored learning methods, e.g. a reverse digit span score might indicate that they may not be able to write notes whilst watching a demonstration, the two tasks being too much for their 'real time' processing abilities - which is not to say they could not tackle each task separately.

If you are unfamiliar with the term 'short-term/working memory', please find out more, as this will certainly help you empathise more with dyslexics' needs and their perception of the world.

Comprehension:

If you are satisfied that the candidate has read the passage in the reading speed test, this is a good indicator of how well a subject can absorb, retain, and recall information from written text.

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