Identifying Signs of Dyslexia Test: Evidence of Criterion Validity

Abstract

In Brazil, there is a lack of valid instruments for screening for Developmental Dyslexia (DD) and so the aim of this study was an in-depth investigation of evidence of validity based on the relations with external variables for the Identifying Signs of Dyslexia Test (TISD). More specifically, it seeks to investigate the validity of the criterion, i.e. whether such instruments would be capable of identifying this diagnosis. The research involved comparing two samples: (a) children with DD diagnosis (n = 15) and (b) children without complaints of reading and writing difficulties (n = 146). It was found that in all the subtests of which the instrument is made up (reading, writing, visual attention, calculation, motor skills, phonological awareness, rapid naming, short term memory) there were significant differences between the groups, and in the test total. The results suggest that the TISD was able to identify the group with DD, evidencing the validity of the criterion for this instrument.

Identification of signs of dyslexia test

“…It was also found that the performance in the TISD differentiated a sample of children diagnosed with Dyslexia (n = 15) from another of children without complaints of difficulties in reading and writing (n = 146). There was a difference in all the subtests and in the test total (Alves et al, 2018).…”

“…The data presented here reinforce the use of the TISD as a screening instrument and highlight the precautions that should be taken in its use to raise diagnostic hypotheses of any Neurodevelopmental Disorder, especially regarding higher scores being exclusively indicative of Dyslexia. It is, however, important to consider that previous results demonstrated that the TISD was able to discriminate children without learning difficulties from those with Dyslexia (Alves et al, 2018),…”

“…Thus, the aim of this study was to verify whether there would be a difference in performance in the TISD, or specifically in some of its subtests, when Regarding the hypotheses that were raised for the results, we expected to find no differences, despite the instrument in question having demonstrated its ability to differentiate children with Dyslexia from those without learning difficulties (Alves et al, 2018). The TISD is characterized as a screening tool, with simplified and brief items, therefore, we hypothesized that it would not be sensitive enough to detect the complexity of neuropsychological and academic changes in each of the disorders investigated.…”

Dislexia: uma revisão sistemática

“…O teste é composto pela avaliação de oito habilidades: leitura, escrita, atenção visual, cálculo, habilidades motoras, consciência fonológica, nomeação rápida e memória imediata. Posteriormente, foi realizado um estudo a fim de verificar evidências de validade e confiabilidade do teste, concluindo que o TISD é capaz de indicar o grupo com dislexia, o que evidencia validade de critério para o teste (Alves et al, 2018).…”