Tests of Dyslexia (TOD)

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Overview

The Tests of Dyslexia (TOD™) is the first comprehensive assessment of dyslexia, eliminating the need to use tests from different assessments. Linking dyslexia assessment to targeted interventions has never been more efficient and effective.

The TOD includes three test batteries:

  • the TOD-Screener, three tests that can be administered to groups of students or to individuals, available in a paper or digital format.
  • the TOD-Early, designed for the early identification of students aged 5-9 years (5 years, 0 months–9 years, 3 months).
  • the TOD-Comprehensive, designed for examinees aged 6-89 years (6 years, 0 months–89 years, 11 months). 

The only single co-normed test highlighting dyslexia components and interventions, while measuring:

  • Spelling
  • Reasoning
  • Vocabulary
  • Reading Fluency
  • Phonics Knowledge
  • Decoding Efficiency
  • Basic Reading Skills
  • Sight Word Acquisition
  • Phonological Awareness
  • Orthographic Processing
  • Auditory Working Memory
  • Rapid Automatized Naming
  • Reading Comprehension Efficiency
  • Visual Verbal Paired Associate Learning

The TOD includes:

  • Indexes designed to indicate the risk and probability of dyslexia.
  • Composites and tests that measure reading skills (untimed and timed), spelling, specific linguistic risk factors (phonological awareness, orthographic processing, rapid automatised naming, and working memory), and vocabulary and reasoning abilities.
  • Self, parent, and teacher rating scales designed to capture qualitative indicators of dyslexia, such as a family history of reading problems and early difficulties with speech and language.
  • The Dyslexia Interventions and Recommendations guide to help examiners develop IEPs and targeted intervention plans to address specific skill weaknesses.

Benefits of the Tests of Dyslexia (TOD):

  • The first Comprehensive Dyslexia Assessment to include interventions tied to the assessment data.
  • Suitable for all ages, the TOD offers age and grade-based tests, indexes, and composite scores.
  • The screener provides a Dyslexia Risk Index score in 10-15 minutes
  • This brief assessment can be given individually or in a group format by teachers or other professionals.
  • Includes a detailed and evidence-based Dyslexia Interventions and Recommendations Companion Guide
  • The assessment includes Co-Normed Rating Scales.
  • Allows for the identification and targeting of an individual's difficulties in acquiring literacy skills.
  • Includes tests of reasoning for comparison with reading and spelling.
  • Stand-alone tests allow for an individually tailored evaluation

What sets the TOD apart from other reading assessments?

  • The TOD eliminates the need to cobble together results from different tests with different norm groups by covering a wide age range and including the major components that are needed for a comprehensive dyslexia assessment. 
  • The reading and linguistic abilities that are most relevant to the diagnosis of dyslexia. The TOD includes measures of word recognition (untimed and timed), phonics knowledge, reading fluency, and comprehension efficiency (the ability to comprehend text under time pressure). The TOD also includes linguistic risk factors (e.g., phonological awareness, rapid automatised naming) that can help you determine the factors that are affecting reading development. 
  • Measures of vocabulary and reasoning to help you determine if the reading problem is specific and/or unexpected in relation to abilities that do not require reading. 
  • Rating scales to help standardise the process of collecting information from parents, teachers, or individuals being assessed. 
  • A guide to interventions to help you develop an instructional plan. 

Who can use the TOD?

  • The components of the TOD can be used by a variety of clinicians and educators. For example, a classroom teacher may administer the TOD-Screener and complete the Teacher Rating Scale.  
  • Reading specialists, specialist teaching assessors, psychologists, and speech and language therapists are best suited to administer the TOD-Early or the TOD-Comprehensive due to their advanced coursework and experience with standardised tests. 
  • Teachers that are trained to administer the test and are supervised by professionals who have advanced training with standardised assessments may also administer the TOD-E or TOD-C.  
  • Interpretating test results requires a higher level of skill. For that reason, while a broader range of individuals can administer the test, interpretating results requires a knowledge of dyslexia and formal training in test administration, scoring, and interpretation. 

Examiners should use only those tests for which they have the appropriate training and expertise. See Hogrefe's guidelines here. 


For any questions do not hesitate to contact our customer support team: customersupport@hogrefe.co.uk