Our tool provides a comprehensive analysis of a student's risk of having dyslexia. The tool categorises this risk into different levels to help educators and parents understand the likelihood of dyslexia. We also rank the 'level of need' which helps provide information on general need level rather than purely a dyslexia measure. This article will detail information about both measures.
Types of Risk Levels
Unlikely to be Dyslexia: This indicates that the student shows few signs of dyslexia. While some learning challenges could be present, they are unlikely to be indicative of dyslexia. We do not think it's worth having any further checkups done for dyslexia specifically.
Possibly Dyslexia: This means that while there is a slim chance it could be dyslexia. It's our most likely assumption that this student does not have dyslexia, as they don't demonstrate the key signs. However, if you really think we've made a mistake you can still have a specialist checkup.
Likely to be dyslexia This level suggests that the student displays several signs that could be associated with dyslexia. This means that the case is medium risk, in this sense it could be more of a borderline case. A more focused evaluation may be needed to work out how close to the borderline they are.
Very likely to be dyslexia: This indicates there's strong risk that the student has dyslexia. This is based on the logistic regression that we've run and their scores on individual tests. Here, we think it's unlikely the student doesn't have dyslexia, but a school/parent may want to use a specialist to confirm the diagnosis and access specialist support.
Inconclusive: The results in the test were either incomplete or suspicious. This could either be because of a misunderstanding of the test, some strange activity or cheating. Our most common recommendation here is to either retake a part, or the entire section. In most cases, we will replenish a credit if this happens.
If you disagree with the results
Talamo have made a significant and continued effort to create the most accurate test possible. However, we might not always get it right. The most important thing is getting the result right for the child. That's one of the reasons why we ask users their opinion on whether a child is suspected, because we want to look at their results in more detail.
If you see results that you disagree with, please get in touch at hello@talamo.co.uk.
Why We Use Risk Levels for Dyslexia
Dyslexia is a complex and varied condition, requiring a nuanced understanding of a range of cognitive and linguistic factors. By using a risk-based approach, our tool provides a more detailed picture of the likelihood of dyslexia rather than a simple yes-or-no assessment. This approach allows for more tailored support and interventions based on the student's specific needs.
Definition of Dyslexia
We base our understanding of dyslexia on the definition provided by the Rose Report (2009):
"Dyslexia is a learning difficulty that primarily affects the skills involved in word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory, and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category."
We are currently working to incorporate the new definition as mentioned in the Delphi Report into our test, reflecting our commitment to staying at the forefront of educational research and practice.
How We Determine Risk Levels:
The risk level is calculated using a combination of assessment results, statistical models, and evidence-based algorithms. Our tool analyses various indicators, such as phonological processing, verbal memory, reading fluency, and spelling accuracy. These indicators are weighed and combined to estimate the risk of dyslexia. In cases where results may seem unclear, further consultation with a specialist is advised to gain a more comprehensive understanding.
Explanation of Level of Need
In addition to assessing the risk of dyslexia, our tool also evaluates the level of need, helping to determine the intensity and type of support a student may require. The level of need is based on how the student's difficulties impact their daily learning and academic performance.
Levels of Need
Low Need: The student may not need a huge amount of extra support beyond best practice classroom strategies and minimal accommodations. Difficulties do not significantly hinder overall academic progress.
Moderate Need: The student requires more structured and consistent support. This might include targeted interventions, specific accommodations, and regular monitoring to ensure ongoing progress. However, it might be ok to keep monitoring at home and in class.
High Need: The student requires support, which could involve one-on-one instruction, specialised programs, and accommodations. Their difficulties have a significant impact on their ability to perform in a standard classroom setting.
Very High Need: The student exhibits significant difficulties across multiple areas, necessitating a comprehensive plan that includes specialised instruction, accommodations, and continuous monitoring. This level of need indicates that the student requires substantial support to manage their learning challenges.
How We Determine Levels of Need:
The level of need is determined by evaluating the severity of the student's difficulties in key areas such as reading, memory, and processing speed. Both quantitative data from our assessments and qualitative observations from educators and parents are considered to ensure a holistic understanding of the student's needs.
Our Research Process
Our assessment tool is built on a foundation of rigorous research and continuous improvement. We collaborated with experts in the field and use a robust data collection process to ensure our tool is both reliable and effective. You can view more details here.