All students at The Reading Clinic undergo an initial assessment of their phonological processing abilities, reading and spelling skills using standardized tests. The results tell us if a there is a problem with phonological processing, which is one of the main causes of Dyslexia. The results of the reading and spelling assessments tell us how far behind the student is in these skills in terms of grade-level. For example, a student who is presently half way through grade 2 should be reading and spelling at a 2.5 grade-level. If testing reveals that the child’s ability is at a grade 1, then this student is 1.5 grade-levels behind.

The assessment results are shared fully with parents and are used to plan the intervention program for the student. If the assessment indicates that our program is not appropriate for your child, we will attempt to recommend other programs or services better suited to your child’s needs. A reassessment generally takes place after 50 sessions. The results of the reassessment are used to determine if the student has reached the goal of grade appropriate reading and spelling ability. If further treatment is indicated, this would be recommended to parents for their consideration.

Tests Conducted During Initial Assessment

Comprehensive Test of Phonological Processing, (CTOPP-2): Assesses three components of phonological processing: phonological awareness, phonological memory and rapid naming.

Test of Word Reading Efficiency, (TOWRE-2): Measures both the ability to sound out non-words quickly and accurately and the ability to recognize familiar words quickly and accurately. The student is asked to correctly read as many words, (or non-words) as they can in 45 seconds. An example of a phonetically decodable non-word is, “fet”.

Grey Oral Reading Test, (GORT-5): Measures reading fluency, (rate and accuracy) during passage reading and comprehension of what was read. The fluency score is a combination of the rate and accuracy scores. Rate measures how quickly the passage was read and accuracy measures how many errors were made.

Diagnostic Screening Test, (DST- Spelling): Measures the ability to spell both phonetically regular words, (cat) and irregular words that do not easily sound out, (of).

Assessment of Pre-reading Skills

It is possible to assess children as young as 5 to determine if their phonological awareness skills are developing normally. If there is a problem, timely intervention can help to develop these skills to lay the foundation for reading. Parents who request a pre-reading assessment have often observed warning signs in their child. Other parents have requested that their kindergarten-aged child be assessed because they have an older sibling with reading difficulties. If you have concerns, it is better to have your child assessed than to wait and see. The sooner problems are detected and treated, the better.