This test is not an absolute proof of the presence of dyslexia. You may want to consult with a professional testing service. However, this test should give you a strong indication of whether a problem exists and will empower you to make the right decisions for your situation.
Print the alphabet below in lower case (small) letters:
Print the alphabet below in upper case (capital) letters:
(These two questions are to check your student’s memory of the alphabet and how to properly form the letters involved)
Circle all of the b’s.
Have your student read the following words out loud:
(This is to test whether the student associates easily reversible letter sounds with the word)
Read the words from question 4 to your student and have them write the words on the lines below.
(This is to test whether the student confuses letters when writing what they hear)
Say each group of words out loud and have the student repeat them back to you in the exact same order: (say the words slowly and clearly.)
1. dog – snake – moon
2. please – simple – bringing – supple
3. design – frighten – glistening – production – desperate
(This is a test of short-term memory to see whether your student can remember and recite the words)
Circle each reversed letter:
Circle each reversed letter.
(These tasks are meant to learn whether there is a difference in the way that your student perceives different letter styles/colors)
Say each group of nonsense words out loud and have the student repeat them back to you in the exact same order: (Make sure the student knows these are made up words. Say the words slowly and clearly.)
(This exercise checks short-term memory and mental visualization of words with easily reversed letters)
Say the nonsense word sequences from question 9 and have your child write the sequences down.
(This is a check of your student’s understanding and writing words phonetically-written answers may show some variation from question
Have your student pronounce the following word pairs and then circle the nonsense words.
(This exercise checks word visualization and the possibility that your student reverses the position of letters)
Look at the figure in the left column. Circle the matching figure in the columns to the right.
Look at the figure in the left column. Circle the matching figure in the columns to the right.
(These two tasks test whether there is a difference in the way your student perceives open/solid/ color figures)
Look at the word on the left and circle the word on the right that matches.
Look at the word on the left and circle the word on the right that matches.
(This tasks checks whether your student has differences in their perception of open/solid/color figures)
Have the student repeat the following sentences back to you exactly as you say them: (pause your speech where you see a space.)
Three men – raced down the hill – to a boat – in a river.
A girl – was walking – down the street – and whistling – a little tune.
The big dog – went running away – when it heard – a great big noise
(short-term memory exercises with multiple steps to test memory skills)
Read each word out loud and circle the words that rhyme.
(exercise for identifying words with easily reversed letters and finding the words that rhyme)
Circle each was:
(exercise for visual discrimination and to check for’word reversals)
Look at the figure on the right and circle the one on the left that matches.
(Task checks for visual discrimination and reversals)
Have the students copy