Effective dyslexia remediation specifically designed for older struggling readers (age 7+).
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Eric (M) 10 (Grade 2)
Student ID = ER3445752M
Date = 02/05/2024 12:46 AM
Version A210420b
Thank you for using our SDCA Dyslexia Test. We offer the option to have the test results reviewed by a qualified member of our Assessments Team. Their follow up is Free of Charge, though we do kindly request a donation to help keep our services free.
Please be on the lookout for an email entitled Eric's Dyslexia Test Reviewed from Dynaread Student Services (support@dynaread.com).
For more information on how Reading works in our brain and how we test for Dyslexia, please read this article:
https://www.dynaread.com/about-reading.
If you have urgent concerns, feel free to contact us.
Your student's test results are listed directly below.
Passionate about helping your child succeed,
The DYNAREAD Team
The SDCA Dynaread Dyslexia Test, formally known as our Standardized Diagnostic Comparative Analysis (SDCA) of Dyslexia, is a State-of-the-Art test comparing your student’s results to a reference population of 25,000 previously tested students with varying levels of dyslexia. The results allow you to discern how serious your child’s reading struggles are in comparison to those of other struggling readers of equal age. Results are expressed in Percentiles.
What are percentiles? Percentiles are like rankings. Example: If your student's score is at the 30th Percentile, this means that 30% of struggling readers in our reference population performed worse, and 70% performed better than your student.
Remember that we compare your student with other struggling readers of the same age as your child. A 20th percentile score means that 80% of struggling readers in our records sharing your student’s age, perform better than your child. This would clearly indicate the seriousness of your child’s struggles.
In contrast, a score of e.g. the 85th percentile would mean that only 15% of struggling readers in our records perform better i.e. have less struggles, and 85% have more struggles than your child. This is not to say that your child does not need help, but rather indicates that your child’s struggles are mild compared to most other struggling readers their age.
The higher your student’s percentile score, the less severe your child’s struggles compared to other struggling readers. If percentile scores are low, this means that your child’s struggles are very serious compared to other struggling readers.
TERMS OF USE
Our SDCA Dyslexia Testing services are provided under the DYNAREAD Terms of Use.
Dynaread exists to help fight obliterate adolescent low literacy. We care and operate in good faith.
Full comprehensive Dyslexia Testing through a specialist Educational Psychologist is more comprehensive and significantly more expensive.
Our Dyslexia Testing and Reviewing assumes that demonstrated reading difficulties are despite adequate instruction, motivation, and intelligence.
In this module we presented the student with a Pair-Cards exercise in order to obtain a rudimentary impression of the functioning of Working Memory.
Most children have fully functioning working memory. A low percentile score does not necessarily mean low working memory performance.
Working Memory Percentile Rank
In this module we presented the student with a maximum of 20 Common English Words (CEW), in increasing levels of difficulty—increasing in length, and decreasing in frequency-of-occurrence in today’s English. This test measures both fluency and accuracy performance on these 20 CEWs. In scientific terms, this test measures the functioning of the student’s Lexical Route.
Neurologically we read using two distinct Reading Systems: The Lexical Route for Fluent Reading, and the Grapheme/Phoneme Route for decoding new words. The latter fills the former with new vocubulary.
Virtually all children—including children with Dyslexia—have perfectly functioning Lexical Route reading systems. This is not surprizing, as the Lexical Route uses neural networks in a manner very similar to our long term memory function. What we test in this Common English Words test is how full this Lexical Route is. In other words: We check how many very common English words made it into your child's Lexical Route reading system. We compare the results with other struggling readers of the same age.
Our Assessment Team pays attention both to the amount of words read fast and accurate, as well as the trend in which the performance collapsed when we presented increasingly more difficult words. You can see those trends in the graphing below.
The presented percentile ranks are expressed in comparison to other same-age peers with reading struggles.
CEW Reading Percentile Ranks
FLUENCY Percentile Rank
ACCURACY Percentile Rank
CEW Fluency and Accuracy Trend Visualization
CEW Exact Performance Data
| CEW | Thinking Time |
|---|---|
| Set 1 (Easy) | 1.5 sec |
| Set 2 | 2.1 sec |
| Set 3 | 5 sec |
| Set 4 | 10 sec |
| Set 5 (Difficult) | 10 sec |
| AVERAGE | 5.73 sec |
| CEW | Accuracy |
|---|---|
| Set 1 (Easy) | 75% correct |
| Set 2 | 50% correct |
| Set 3 | 75% correct |
| Set 4 | 0% correct |
| Set 5 (Difficult) | 0% correct |
| AVERAGE | 40% correct |
In this module we presented the student with a maximum of 20 NonWords (NW), in increasing levels of difficulty—increasing in length. Each of these words look like normal English words, but do in fact not exist. The words however can be pronounced as if they are normal English words. This test measures the functioning of the student's Grapheme-Phoneme Route (i.e. their neurological ability to phonologically decode words).
As explained under our CEW test segment, neurologically it is the Grapheme-Phoneme Route which fills the Lexical Route for fluent reading.
Well over 85% of children with Dyslexia struggle in reading due to neurological differences in a very specific area of the brain. Specifically, the area responsible for phonological decoding (a triangular area comprising the auditory cortex, visual cortex, and TPO junction). These differences are unrelated to IQ. Many children with Dyslexia are above-average intelligent. The dyslexic brain shows different strengths and weakness than the non-dyslexic brain. This test, using nonwords, specifically seeks to evaluate how a student's Grapheme-Phoneme Route works.
What we typically see in children with moderate or severe dyslexia is a NonWord reading performance which tests weaker than their Common English Word reading performance. Our Assessment Team pays attention both to the amount of nonwords read fast and accurate, as well as the trend in which this performance collapsed when we presented increasingly more difficult nonwords. You can see those trends in the graphing below.
The presented percentile ranks are expressed in comparison to other same-age peers with reading struggles.
NW Reading Percentile Ranks
FLUENCY Percentile Rank
ACCURACY Percentile Rank
NW Fluency and Accuracy Trend Visualization
NW Exact Performance Data
| NonWords | Thinking Time |
|---|---|
| Set 1 (Easy) | 2.8 sec |
| Set 2 | 4.1 sec |
| Set 3 | 7.7 sec |
| Set 4 | 10 sec |
| Set 5 (Difficult) | 10 sec |
| AVERAGE | 6.93 sec |
| NonWords | Accuracy |
|---|---|
| Set 1 (Easy) | 50% correct |
| Set 2 | 75% correct |
| Set 3 | 0% correct |
| Set 4 | 0% correct |
| Set 5 (Difficult) | 0% correct |
| AVERAGE | 25% correct |
In this module we presented the child with a short text, followed by four questions. The comprehension test is relatively short (four multiple choice questions) and comprises of a short text and four comprehension questions. The text and questions complexity are compatible with an average seven year old reader.
Our main objective in this closing module is to verify the student's reading speed, when compared to age peers. Most children with severe or moderate levels of Dyslexia do not reach this part of the test, because we skip this module when our artificial intelligence determines the individual word reading is too weak. We strive to be respectful of each child.
If your child scored very low, or did not make it to this part of the test at all, then comprehension is seriously at risk. Without accurate comprehension, a student—at best—guesses what the reading passage is telling them. Without proper comprehension reading is purposeless, and will not progress.
The presented percentile ranks are expressed in comparison to other same-age peers with reading struggles.
Results: No data. We terminated the test early to avoid unnecessary stress.
Our SDCA Dyslexia Test services are Free of Charge, but do cost money. Please click the button below and make a small donation to help keep our testing services free of charge. Thank You.
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