 |
|
|
|
For each question, circle the box which is closest to your response, from ‘rarely’ to ‘most of the time’. For example, if you frequently have trouble filling in forms, put a circle around 3 (the number in the ‘frequently’ column) and write the number in the total column.
|
|
Rarely |
Occasionally |
Frequently |
Most of the Time |
|
1. Do you confuse visually similar words such as cat and cot? |
3 |
6 |
9 |
12 |
|
2. Do you lost your place or miss out lines when reading? |
2 |
4 |
6 |
8 |
|
3. Do you confuse the names of objects, for example table for chair? |
1 |
2 |
4 |
4 |
|
4. Is map reading or finding your way to a strange place confusing? |
1 |
2 |
4 |
4 |
|
5. Do you re-read paragraphs to understand them? |
1 |
2 |
4 |
4 |
|
6. Do you get confused when given several instructions at once? |
1 |
2 |
4 |
4 |
|
7. Do you make mistakes when taking down telephone messages? |
1 |
2 |
4 |
4 |
|
8. Do you find it difficult to find the right word to say? |
1 |
2 |
4 |
4 |
|
9. How often do you think of creative solutions to problems? |
1 |
2 |
4 |
4 |
|
|
Easy |
Challenging |
Difficult |
Very difficult |
|
10. How easy do you find it to sound out words such as e-le-phant? |
3 |
6 |
9 |
12 |
|
11. When writing, do you find it difficult to organise thoughts on paper? |
2 |
4 |
6 |
8 |
|
12. Did you learn your multiplication tables easily? |
2 |
4 |
6 |
8 |
|
13. How easy do you find it to recite the alphabet? |
1 |
2 |
3 |
4 |
|
14. How hard to you find it to read aloud? |
1 |
2 |
3 |
4 |
Results from the adults test – what it all means
It is important to remember that this does not constitute an assessment of one’s difficulties. It is just an indication of some of the areas in which you or the person you are assessing may have difficulties. It is important to stress that only through an extensive assessment, carried out by those who have a real understanding of the potential difficulties, can a full understanding of difficulties be reached. However, this questionnaire may provide a better awareness of the nature of the difficulties. If you use this questionnaire it should be for personal interest and should not be used to decide whether to seek further support.
Whilst we do stress that this is not a diagnostic tool, we can state that our research suggests the following:
Score less than 45 – probably non-dyslexic
Research results: no individual who was diagnosed as dyslexic through a full assessment was found to have scored less than 45 and therefore it is unlikely that if you score under 45 you will be dyslexic.
Score 45 to 60 – showing sings of consistent with mild dyslexia
Research results: most of those who were in this category showed signs of being at least moderately dyslexic. However, a number of persons not diagnosed as dyslexic (though they could just be unrecognised and undiagnosed) all fell into this category.
Score greater than 60 – signs consistent with moderate or severe dyslexia.
Research results: all those who recorded of scores of more than 60 were diagnosed as moderately or severely dyslexic. Therefore we would suggest that a score greater than 60 suggests moderate or severe dyslexia.
Please note that this should not be regarded as an assessment of one’s difficulties. But if you feel that a dyslexia-type problem may exist, further advice should be sought.