**10. Description of popularly used tools to diagnose dyslexia**

1.Test of Word Reading Efficiency - 2 (TOWRE-2) by Joseph Torgesen, Richard Wagner, Carol Rashotte

The TOWRE-2 is a rapid and accurate method for evaluating how well adults and children between the ages of 6 and 24 recognize sight words and use phonemic decoding. It is a valid and reliable measure for professionals in schools and clinics to measure word-reading skills. It helps to identify children in the early elementary grades who requires more intensive or explicit instruction in word reading skills in order to make adequate progress in learning to read. It is also frequently used and takes only 5–10 min to complete as part of a battery of tests for the diagnosis of particular reading problems in older children and adults.

2.Word Identification and Spelling Test (WIST) by Barbara A. Wilson and Rebecca H. Felton

The WIST can be used to detect specific areas of weakness for struggling readers as well as identify kids who are struggling with basic literacy abilities. It is available in two versions: an elementary version for grades 2–5 and a secondary version for grades 6–12. It evaluates word identification, spelling, and sound symbol knowledge. It can be useful in creating intervention strategies for students and involves both informal and norm-referenced assessments.

3.Process Assessment of the Learner –II (PAL-II) by Virginia Wise Berninger

To evaluate the cognitive processes involved in academic tasks in kindergarten through sixth grade, the PAL-II can be utilized as an individual or group administered tool. It enables the examiner to determine underachievement causes and link these shortcomings to remedies. Two distinct tests are included in the PAL-II: the PAL-II RW for reading and writing and the PAL-II M for math.

4.Kaufman Test of Educational Achievement, Third Edition (KTEA–3) by Alan S. Kaufman and Nadeen L. Kaufman

The Kaufman Test of Educational Achievement, Third Edition (KTEA–3) helps to quickly and easily identify strengths and weaknesses of children to determine the right intervention and provides a deeper understanding of achievement gaps in students and to provide intervention to achieve their potential. It is a thorough, individually conducted assessment of academic achievement that looks at important math, reading, writing, and oral communication abilities. It incorporates two independent, concurrently normed parallel forms (A and B) to correctly measure academic progress and minimize practice effects. It covers a wide variety of achievement and language areas. The age range for it is 4:10 to 25:11.

5.Gray Oral Reading Test (GORT) by Wiederholt, J. Lee Bryant, Brian R

GORT, a norm-referenced test determines children's (6–18 years) oral reading pace, accuracy, fluency, and understanding by objectively measuring growth in oral reading and diagnose oral reading difficulties. It is an appropriate research tool that determines the reading strengths and weaknesses of individual pupils, to identify students who perform less well in oral reading than their peers, and to

track reading development following intervention; can be completed between 15 and 45 min.

6.Phonological Awareness Test-2: Normative Update (PAT-2: NU), Robertson and Salter

PAT-2: NU is a standardized test used to assess children between the ages of 5 and 9 years, 11 months on their phoneme-grapheme correspondence, phonological awareness, and phonemic decoding abilities. The instrument consists of two supplementary subtests (Phoneme-Grapheme Correspondence and Phonemic Decoding) in addition to six core subtests (Segmentation, Rhyming, Deletion, Isolation, Substitution, and Blending). Both standard item analysis and differential analysis will be used to evaluate each item. The Phonological Awareness Index and the Phoneme-Grapheme Index comprise the Total Score.

7.Wechsler Individual Achievement Test-III (WIAT-III), Wechsler, [36]

The WIAT-III is a standardized academic achievement test which assesses previously learned knowledge related to Reading, Mathematics, Written Language and Oral Language of individual whose age ranges from 4:0–50:11. The WIAT-III includes subtests and observations (Early Reading Skills, Word Reading, Pseudo Word Decoding, Reading Comprehension, Oral Reading Fluency, Total Reading, Basic Reading, Reading Comprehension and Fluency, Numerical Operations, Math Problem Solving, Math Fluency, Alphabet Writing Fluency, Spelling, Sentence Composition, Essay Composition, Writing Expression, Listening Comprehension, Oral Expression and Oral Language).

8.Wechsler Individual Achievement Test – IV (WIAT-IV)

The assessment is intended to determine the ability of an individual to utilize cognitive abilities and acquired knowledge to meet grade-level requirements in reading, math, and written and vocal language for people ranging in age from preschoolers to postsecondary students. It can be effectively used in academic placement, diagnoses of SLD and Dyslexia screening and evaluation. Language, Reading, Speaking, Writing and Listening are the major domains of the tool. The sub domains include Language Comprehension; Reading Comprehension; Fluency and Decoding.

#### 9.Woodcock Johnson IV [37]

Woodcock Johnson IV is used to measure academic achievement, oral language, and cognitive abilities. The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH), The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG), and The New Woodcock-Johnson IV Tests of Oral Language (WJ IV OL) are the three complimentary, independent, and co-normed batteries of this tool. The tests of achievement include 20 tests to measure four broad academic domains: written language, reading, academic knowledge and mathematics. The Woodcock-Johnson IV Tests of Cognitive Abilities tests and clusters draws important diagnostic information which are useful in identifying exceptionalities and disabilities; and it includes 18 tests to measure verbal attention, letter-pattern matching, phonological processing, non-word repetition and visualization. The New Woodcock Johnson IV Tests of Oral Language comprises 12 battery of tests which are useful for oral language

assessment, determination of English (and Spanish) language proficiency, compares strengths and weaknesses in oral language related abilities for a more complete reading, writing, and dyslexia assessment; this also includes distinct clusters for evaluation of Listening Comprehension and Oral Expression.

10.Comprehensive Test of Phonological Processes – 2nd Edition (CTOPP-2) by Richard K. Wagner, Joseph K. Torgesen, Carol A. Rashotte, Nils A. Pearson

The C-TOPP can be used as a measuring tool in phonological processing research studies, to identify people who are significantly perform below the children in their age group in critical phonological skills, identify advantages and disadvantages in phonological processing, and to document pupil's progress as a result of special intervention programs. This tool is intended for use by anyone between the ages of 4 and 24. The CTOPP-2 is a 40-min test with two subtests that produces developmental scores, age and grade equivalents, composite indices, percentile ranks, and subtest scaled scores [1, 2, 8, 9, 12, 13, 15, 17–24, 27, 38].

#### **11. Conclusion**

Dyslexia is a specific learning disability which refers to difficulty with reading and related language-based processing skills. It is also known as a reading handicap and is the most prevalent reading disorder, accounting for about 80% of all learning disabilities. Reading difficulties start even before learning to read.

The neuro-diversity of dyslexia is widespread and prevalent in all societies, ages, and cultures. According to studies, one in ten persons worldwide has dyslexia. After years of discussion, the American Psychiatric Association amended the worldwide diagnostic criteria for learning disabilities in DSM-5 in 2013, which marks a new stage in the study of this condition. The newly proposed diagnostic criteria have undergone several significant changes, including the removal of the "Discrepancy Criterion," a mention of the "Response to Intervention Approach," and a new perspective that views learning disorders as a subset of the Neurodevelopmental disorders. Although the precise causes of dyslexia are still unknown, morphological and brain imaging investigations have revealed abnormalities in how the brains of those who have the condition develop and work. Young children's linguistic abilities, phonological awareness, memory, and quick naming tests are more indicative of dyslexia risk than tests of word reading, decoding, and spelling. As a result, phonological awareness, memory, and rapid naming measures are frequently included in screening tests for kindergarten.

Assessment of dyslexia faces a number of difficulties, including a lack of understanding of various terminologies, reliance on phonological awareness, SES and inappropriate use of assessment models. In order to detect pupils who have reading issues, including dyslexia, schools and teachers are crucial. Making ensuring that teachers are able to recognize reading issues early and use the information obtained via the assessment process to determine eligibility is a difficulty. Early detection of dyslexia is crucial to minimizing these social and emotional challenges and ensuring that the student not only learns to read but also comprehends why reading is difficult.

To make a diagnosis, data must be triangulated from the case history, informal observation and conversation, and the standardized measures. This will help identify any signs of spelling and writing difficulties, poor decoding, poor reading fluency, poor reading comprehension, or difficulties with phonological processing.

*Screening, Assessment and Identification Tools for Dyslexia DOI: http://dx.doi.org/10.5772/intechopen.113899*
