Overview of the Screeners

Use Rapid, our quick whole-school dyslexia screener, for pupils aged 4-15 then follow up with CoPs 4-7, or LASS 8-11, for a more detailed picture of their learning profile.

For information about LASS 11-15 please click here.

Age range

Rapid: 4-15 years
CoPS: 4-7 years
LASS: 8-11 years

Suitable for

SENCOs, teaching staff and educational psychologists

Training

No specialist training is required

Test Duration

Rapid 15-20 minutes
CoPS 45-60 minutes
LASS 30-45 minutes

Test Format

Online platform

Compatibility

Tablets
iPads
Laptops
Desktops

Areas covered

Test	Age range	Purpose	What it assesses
Rapid	4:00 – 15:11	Screener: Taken by the whole class or cohort to prevent pupils ‘slipping through the net’ or taken individually to confirm a teacher’s suspicions. Rapid quickly identifies pupils with a high, medium or low probability of dyslexia. 3 short subtests take a total of 15 minutes to complete	• Phonological processing • Auditory working memory And (depending on age) • Phonic decoding Or • Visual memory
CoPS	4:00 – 7:11	Pinpoints specific areas of need: Taken by younger pupils who have a high probability of dyslexia. CoPS 4-7 gives a more detailed indication of a pupil’s particular strengths and weaknesses that may impact learning. 9 short subtests – 45-60 minutes to complete (can be taken over a few sessions)	• Working memory • Phonological awareness • Phonological processing • Auditory discrimination • Colour discrimination
LASS	8:00 – 11:11	Pinpoints specific areas of need: Taken by older pupils who have a high probability of dyslexia. LASS 8-11 gives a more detailed indication of a pupil’s particular strengths and weaknesses that may impact reading. 9 short tests – 30-45 minutes to complete (can be taken over a few sessions)	• Working memory • Phonological awareness • Phonological processing • Reasoning • Single word, sentence & nonword reading • Spelling

Why online screening?

There are several advantages to using online screening tests.

A major advantage of online screening tests is that they allow for adaptive testing, where the level is adapted to suit the ability of the student being tested. This makes the test more efficient as students are not spending time on items that are too easy or too difficult for them.
They are labour-saving in terms of test administration and scoring and can be used by less highly trained personnel.
The delivery of test items is more standardised and controlled (i.e. precise timing and delivery of instructions) than with human delivery and scoring errors are eliminated.
Online tests are more interactive, and students generally prefer them, especially those with SEND.
Furthermore, they can be administered using computers or tablets, making them more accessible, particularly to students with a disability.
Online screening tests can record additional data, such as response times, more efficiently than human testers.
Additionally, the provision of feedback is immediate and includes automated reports. It is also much easier, more efficient and secure to store online test records than paper-based ones.
Online testing allows for the efficient screening of all students in a year group. The outcome of this is that students with difficulties are less likely to slip through the net and SEND is identified at a younger age. Early identification allows for early intervention and reduces the frustration experienced by a student with unidentified learning needs.