Those do not test for dyslexia those test do not test specifically for dislexia. Because there is no norm referenced test that can say yes you are dyslexic. Those test address Learning disablitites in which some believe is what dyslexia is and is an eductional problem in which through remediation it is “cured” or overcomed. In most cases it is the medical profession who uses the term dyslexia to describe a group of characteristics found in a indivuales that have marked differences in thier brain processing of lanugue that becomes a problem because of the waywe teach one way. That is considered a life long problem that through supportive techniues a person can achieve thier true potentional. Some professional belive that MRI and EEG with provide us with information and thiere has been much progress in this area. However, not everyone with this disirder at this time comes up with a postive result. I find this information inportant to put ou because there are to nmany myths out there about this disorder. Yes am a sever dyslexic . My mother sent me to 20 programs to cue me. Yes im still dyslexic and the biggest problems are the myths. Thanks for listening.

Chris

In addition, in the United States, most students wanting accomodations on standardized tests must have a battery of tests that include:

ssessment: For the neurological or psychological evaluation to illustrate a substantial limitation to learning, the comprehensive assessment battery must contain the following domains:

1. Aptitude/Cognitive Ability: An assessment of global intellectual functioning as measured by the Wechsler Adult Intelligence Scale-III (WAIS-III) with all subtests, standard scores, and index scores.
2. Academic Achievement: A comprehensive achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery – III: Tests of Achievement) with subtest and standard scores, indicating current level of functioning in the academic areas of reading, math, oral and written language.
3. Information Processing: A comprehensive battery (e.g. Woodcock-Johnson Psychoeducational Battery – III: Tests of Cognitive Abilities) with subtest and standard scores which addresses the specific areas of short and long-term memory, sequential memory, auditory and visual perception, processing speed, executive functioning, and motor ability.

Your readers may be interested to read this page from Wrightslaw: http://www.wrightslaw.com/advoc/articles/tests_measurementspf.html

Tests and Measurements for Parents, Advocates and Attorneys.

From SchwabLearning:
http://www.schwablearning.org/articles.asp?r=863

What’s Involved in Psychoeducational Assessments

and http://www.schwablearning.org/articles.asp?r=864

Understanding the Results of Psychoeducational Assessments.

In http://www.ldonline.org/article/6026

article from LDOnline,

“In an issue of The International (Orton) Dyslexia Society’s newsletter Perspectives, Dr. Jane Fell Greene was asked about the proper tests to use with dyslexic and learning disabled children.

Dyslexia is difficulty with language. Dyslexics experience problems in psycholinguistic processing. They have difficulty translating language to thought (reading or listening), or thought to language (writing or speaking). Although psychological, behavioral, emotional or social problems may result from dyslexia, they do not cause dyslexia. One test is inadequate: a battery is required. Typical psychoeducational tests were not designed to identify dyslexia.

Dr. Greene recommended using the
Detroit Tests of Learning Aptitude

as a global test that primarily tests verbal and non verbal language. “It measures the level at which the individual would perform if appropriate interventions were implemented (as is required by federal law).”

The article recommended additional tests by age group.

The tests for preschool and kindergarten were the

Test of Phonological Awareness,
Tests of Early Written Language,
Test of Early Reading Ability, and the

Preschool Evaluation Scale.

For primary years, the following were recommended –

Test of Phonological Awareness,
Test of Language Development,
Peabody Individual Achievement Tests,
Gray Oral Reading Test,
PIAT Test of Written Expression, and the
Wide Range Achievement Test.

For elementary students Dr. Greene recommended the

Test of Language Development, the Peabody Individual Achievement Test,
Gray Oral Reading Test,
PIAT Test of Written Expression and the

Wide Range Achievement Test.

For the adolescent and adult she recommended the
Test of Adolescent and Adult Language,

the Peabody Individual Achievement Test,

the Gray Oral Reading Test, the PIAT Test of Written Expression and the

Wide Range Achievement Test.

The Detroit was recommended for all age levels. “