First comprehensive assessment of dyslexia

The Tests of Dyslexia (TOD™)

Introducing the Tests of Dyslexia (TOD™), a groundbreaking revolution in the realm of dyslexia assessment! For the first time ever, the TOD™ offers a comprehensive, all-in-one evaluation, eradicating the hassle and confusion of juggling multiple tests from various assessments.

This pioneering tool doesn't just diagnose; it paves the way for precise, tailored interventions, streamlining the journey from assessment to action. Discover a new era of efficiency and effectiveness in addressing dyslexia.

Embrace the TOD™ Advantage

Discover the unmatched benefits of TOD™, where comprehensive assessment meets precision and ease. With TOD™, journey from assessment to targeted intervention with unparalleled efficiency, ensuring every individual's needs are met with the care and accuracy they deserve.


Transform Your Understanding of Dyslexia

Assessment Areas Covered With TOD

The Test of Dyslexia (TOD) provides an in-depth exploration of the multifaceted nature of dyslexia. This robust assessment covers a wide spectrum of areas, ensuring a thorough understanding of individual strengths and challenges.

From reading comprehension and phonological processing to memory and executive functioning, TOD delves into the critical components that shape the learning experience.

  • Phonological Awareness
    1. Rhyming
    2. Blending
    3. Segmenting
  • Phonics Knowledge
  • Rapid Automatised Naming
  • Letter and Word Recognition
  • Sight Word Acquisition
  • Vocabulary Knowledge
  • Reading Comprehension & Efficiency
  • Reading Fluency
  •  Decoding
       1. Real Words
       2. Nonsense Words
  • Spelling
  • Reasoning
  • Basic Reading Skills
  • Listening Comprehension
  • Orthographic Processing
  • Auditory Working Memory
  • Visual–Verbal Paired-Associate Learning

The Tod Includes

  • Indexes designed to indicate the risk and probability of dyslexia.
  • Composites and tests that measure reading skills (untimed and timed), spelling, specific linguistic risk factors (phonological awareness, orthographic processing, rapid automatised naming, and working memory), and vocabulary and reasoning abilities.
  • Self, parent, and teacher rating scales designed to capture qualitative indicators of dyslexia, such as a family history of reading problems and early difficulties with speech and language.
  • The Dyslexia Interventions and Recommendations guide to help examiners develop IEPs and targeted intervention plans to address specific skill weaknesses.

Benefits of The TOD

  • The first Comprehensive Dyslexia Assessment to include interventions tied to the assessment data.
  • Suitable for all ages, the TOD offers age and grade-based tests, indexes, and composite scores.
  • The screener provides a Dyslexia Risk Index score in 10-15 minutes.
  • This brief assessment can be given individually or in a group format by teachers or other professionals.
  • Includes a detailed and evidence-based Dyslexia Interventions and Recommendations Companion Guide.
  • The assessment includes Co-Normed Rating Scales.
  • Allows for the identification and targeting of an individual’s difficulties in acquiring literacy skills.
  • Includes tests of reasoning for comparison with reading and spelling.
  • Stand-alone tests allow for an individually tailored evaluation.

What sets the TOD apart from other reading assessments?

  • The TOD eliminates the need to cobble together results from different tests with different norm groups by covering a wide age range and including the major components that are needed for a comprehensive dyslexia assessment. 
  • The reading and linguistic abilities that are most relevant to the diagnosis of dyslexia. The TOD includes measures of word recognition (untimed and timed), phonics knowledge, reading fluency, and comprehension efficiency (the ability to comprehend text under time pressure). The TOD also includes linguistic risk factors (e.g., phonological awareness, rapid automatised naming) that can help you determine the factors that are affecting reading development. 
  • Measures of vocabulary and reasoning to help you determine if the reading problem is specific and/or unexpected in relation to abilities that do not require reading. 
  • Rating scales to help standardise the process of collecting information from parents, teachers, or individuals being assessed. 
  • A guide to interventions to help you develop an instructional plan. 

Place Your Order Now

Don't miss out on this opportunity to own the revolutionary TOD at an exceptional value.  Make the smart choice today and ensure you're part of the revolution in dyslexia assessment at the best possible price.

No posts found!

Tests of Dyslexia (TOD™) by Stephanie Roberts, MA, CAS

Unboxing: Overview of the TOD

How to Administer the TOD Remotely

0 +

Happy Teachers

0 +

Supported Students

0 +

Schools Around The World

Frequently Asked Questions

Yes, as of 07/05/24 the TOD has been approved by SASC for inclusion on the Pre-16 and Post-16 test lists. 


Absolutely! The Test of Dyslexia (TOD) is designed to be versatile and applicable to individuals across a wide age range. Whether for children, adolescents, or adults, TOD offers valuable insights and is adaptable to cater to the specific assessment needs of different age groups.

Upon completing the TOD, you will receive a comprehensive report that presents a detailed analysis of various cognitive and literacy skills associated with dyslexia. The report will highlight individual strengths and areas for improvement, providing a clear and actionable path for targeted interventions and support.

The TOD manual, norms, administration booklet, intervention guide, and TOD-E and TOD-C easels are available in pdf digital format. Examiners can use the TOD-E and TOD-C pdf easels for remote administration, but paper materials, record forms, and response booklets are still required. Free online scoring for TOD-S, TOD-C, and TOD-E is available on the WPS Online Evaluation System ( The TOD-Screener is available as a paper kit or an online kit with full online administration capabilities, without the use of paper materials. TOD Rating Scales are administered and scored online only.

The TOD has U.S. norms. 2,518 individuals aged 5 to 89 participated in the standardisation and validation studies. The TOD normative samples are TOD-C child (n = 1,401); TOD-C adult (n = 342); and TOD-E (n = 347). The TOD-S was taken by individuals in each of the three samples and serves as the basis for the TOD-S standardization. Each sample closely matches U.S. Census data based on gender, race/ethnicity, parents’ educational level, and geographic region. The remaining individuals made up the clinical validation samples and had a reading disability and/or other clinical diagnosis.

  • The components of the TOD can be used by a variety of clinicians and educators. For example, a classroom teacher may administer the TOD-Screener and complete the Teacher Rating Scale.
  • Reading specialists, specialist teaching assessors, psychologists, and speech and language therapists are best suited to administer the TOD-Early or the TOD-Comprehensive due to their advanced coursework and experience with standardised tests.
  • Teachers that are trained to administer the test and are supervised by professionals who have advanced training with standardised assessments may also administer the TOD-E or TOD-C.
  • Interpretating test results requires a higher level of skill. For that reason, while a broader range of individuals can administer the test, interpretating results requires a knowledge of dyslexia and formal training in test administration, scoring, and interpretation.

The rating scales included in the TOD-C, TOD-E, and TOD Combination kits are only available on the WPS Online Evaluation System™ (OES) at Once you use the activation code on the OES, you can print out any of the Parent, Teacher, or Self-Rating Forms at no extra cost and as many times as you want if you prefer to administer any forms on paper. However, you still have to score the response forms online, which gives you access to beneficial reporting options.

No. The print screening materials are included in the TOD-Combination Kit, TOD-Early Kit and TOD-Comprehensive Kit.

The TOD-S can be administered digitally on the WPS OES and scored automatically or can be administered on paper. The TOD-C and TOD-E can only be administered on paper (although pdf easels are available for remote/digital administration, responses are recorded/scored on a paper record form). When administered on paper, the TOD-S, TOD-C, and TOD-E can be hand-scored or scored on OES for free. This free online scoring and reporting provides a convenient alternative to hand-scoring as well as an interpretive score report and access to a customisable intervention report.

The answer to this question is complicated and requires some context. Reliability and validity evidence occurs over time and from multiple studies and methodologies. It cannot be defined by single scores. Expert recommendations for interpreting reliability and validity estimates are produced by statistical equations.  

Reliability estimates are assumed to reflect the percentage of systematic variance in a test (vs. error) and can be calculated using statistical equations. The two most common reliability formulae are Cronbach’s Alpha and Spearman-Brown. Both yield coefficients designed to estimate the magnitude of the linear relationship between two variables, perhaps two versions of the same test. The most common correlational statistics assess relationships between either two interval-level variables (i.e., the Pearson Product Moment Correlation Coefficient) or two ordinal variables (i.e., Spearman’s Rho). Authors of tests and measurement texts (e.g., Sattler, 2018) provide criteria for interpreting these reliability coefficients (after Murphy & Davidshofer, 2005).  

Values above .90 are considered high/excellent; .80 to .89, moderately high or good; .70 to .79, moderate or fair; .60 to .69 low or poor; and .00 to .59, very low. Reliability coefficients set the limits on validity; for example, the square root of a reliability coefficient of a test defines the maximum predictive validity of that instrument. 

Validity is traditionally defined as the extent to which a test does what it was designed to do and, like reliability, is typically operationalised using correlation coefficients. Understanding the conceptual nature of “validity” is more complicated than reliability. Tests are valid for particular purposes. For example, validity coefficients address the extent to which a test assesses the construct it was created to address.  

Thus, construct validity is determined in part by how strong the correlation coefficient is between the test in question, say a newly developed test, and an established instrument that measures similar skills. In addition, validity data can inform prediction, i.e., how well a test predicts some criterion of interest. As an example, intelligence tests are often used to predict academic achievement. Across many studies reported in test manuals and in the general literature, these validity coefficients typically range from about .40 to .70, indicating that the percentage of the variance accounted for in achievement by intelligence ranges from about 16% to 49%.  

Reliabilities for the TOD tests and composites are typically good (i.e., greater than .80), as reported in the TOD Manual. Similarly, validity estimates are good also. For example, the TOD-C Dyslexia Diagnostic Index is a strong predictor of the probability of dyslexia.  

In summary, data generally support the reliability of the TOD indexes, composites, and tests and the validity of these scores for their intended purposes. Consequently, examiners can have confidence in the TOD scores.  

The TOD is far more comprehensive of an assessment than the WRIT and designed to capture most of the important abilities relevant to dyslexia. In comparison to the Verbal Scale on the WRIT, there are two vocabulary measures on the TOD. In comparison to the Visual Scale on the WRIT, there are two fluid reasoning tests on the TOD, so similar constructs are being measured by both tests. The authors of the TOD do not really distinguish between the hypothetical concepts of ability and attainment as both are influenced by each other. Abilities can change as one attains more knowledge. The reasoning tests may, however, be viewed as a measure of reasoning ability, whereas the vocabulary tests are more of a reflection of attainment and educational experience. The TOD was primarily designed to measure the linguistic risk factors and the reading and spelling abilities that are most impacted by dyslexia.

Embrace the change, Embrace the clarity, Unlock the Full Potential of TOD

Secure your TOD today and be part of a brighter, more understanding future. Order now and transform the way dyslexia is understood and managed.

If you have any questions or need assistance with your order, our dedicated team is here to support you every step of the way. Reach out to us, and let's ensure you don't miss this unique opportunity

Download Sample Chapters

Shopping Basket
    Your Cart
    Your cart is emptyReturn to Shop
    Start Chat
    💬 Chat With Us
    Hello 👋
    Greetings from Education Elephant, How can I help you ?