Understanding your data

It is highly recommended that test results should not be shared with the test taker without careful consideration and planned feedback that is highly sensitive to context. It is not necessary to have a detailed knowledge of dyslexia in order to interpret the results of a LADS Plus screening, but some knowledge is desirable, particularly when giving useful feedback.

Although research has shown that LADS Plus achieves a high degree of classification accuracy, assessors are advised to check the classification against the individual’s profile on the dyslexia-sensitive tests. *Those with a ‘Borderline’ category, for example, will in most cases have mainly green or amber scores but an occasional red score may occur from time-to-time. In such cases, although results may imply the absence of a specific learning difficulty, it is strongly advised that the assessor checks the classification against the individual’s profile on the three tests before giving feedback. Further information regarding ‘borderline’ classifications can be found in section 4.2.4 of the administrator manual.

Very strong probability of a potential profile of dyslexia

• 2 red subtest scores
• 1 red + 1 or 2 amber subtest scores

Very strong probability of a potential profile of dyslexia

• 1 red score on Word Recognition or Word Construction + 2 or high range amber subtest scores

Some individuals with dyslexia may have developed very good strategies for coping with sequential short-term memory tasks, and so perform well on the Working Memory test, but experience difficulties with the Word Recognition and Word Construction tests.

Unlikely probability of a potential profile of dyslexia

• 2 green subtest scores - particularly if the highest score is Working Memory

Where there is a mixture of score types (red, green and amber) or ones where low amber scores (range 4–5) predominate, a more qualitative approach to interpretation is called for.

Unlikely probability of a potential profile of dyslexia but weak memory skills

• Highest score for Working Memory + 2 subtest scores =/< 4

More likely probability of a potential profile of dyslexia

Highest score for Word Recognition or Word Construction + 2 subtest scores + 3

Individuals who have low levels of basic skills are at greater risk of ‘false positives’ i.e. individuals who show positive on screening but who do not, in fact, have dyslexia.  If in doubt, the assessor should seek advice from someone who has more knowledge of dyslexia and/or experience of working with dyslexic adolescents and adults.