The NeuroLearning Dyslexia Screening Test App was designed, built, and tested by dyslexia assessment experts, using the most up-to-date principles of evidence-based dyslexia assessment, and scored with advanced techniques in psychometric analysis.
The Dyslexia Screening Test App provides users with 3 kinds of information:
The two most commonly used definitions of dyslexia in the English-speaking world, agree in two key respects:
The Rose Review, which is used in the UK, also notes that challenges with verbal memory and processing speed have also been shown to play a role in dyslexic learning challenges. (See ref. 2)
Both definitions were based on a comprehensive review of the research on dyslexia available at the time of its formulation, and each reflected the broad consensus of understanding current among dyslexia researchers at the time of its formulation.
As additional research has been accumulated, several important additional points about dyslexia have been recognized:
In contrast with our assessment tool, most current dyslexia assessments (like the CTOPP, RAN/RAS), and early reading screeners that predict reading acquisition without using the term dyslexia (like DIBELS), do not take into account these more recent discoveries about dyslexia. As such, they often do a poor job both of identifying dyslexic students, and suggesting appropriate interventions.
For example, these tests attempt to measure various aspects of phonological processing (like the ability to segregate, manipulate, identify, retrieve, and remember the kinds of basic sound units that make up words) and/or word retrieval or naming speed, but they all fall short in several ways:
In addition, these tests typically require highly time and resource intensive one-one-one administration, and their formats are relatively unengaging for students.
Our screener provides specific results and recommendations in line with the most up to date research-based thinking on dyslexia.
 National Institute of Child Health (2002). Definition of dyslexia. Washington, DC: National Institute of Child Health and Human Development. The key part of the definition reads: ‘Dyslexia…. is characterized by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction’.
 Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. Available from: http://www.teachernet.gov.uk/wholeschool/sen/ [last accessed 5 July 2009]. This definition reads: ‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed’.
 Shaywitz, S. (2003). Overcoming Dyslexia. New York: Simon and Shuster.
 Snowling, M, & Rose, J. (2012). Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry 53:5. (2012), pp 593–607.
 Wolf, M, & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexias.. Journal of Educational Psychology 91:3. pp 415–438.
 Schneps MH, Thomson JM, Sonnert G, Pomplun M, Chen C, et al. (2013) Shorter Lines Facilitate Reading in Those Who Struggle. PLoS ONE 8: e71161 doi:10.1371/journal.pone.0071161.
 Pennington, B.F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101, 385–413.
 Eide, Bl, & Eide, F. (2006). The Mislabeled Child. New York; Hyperion. Eide, BL, & Eide, F. (2011) The Dyslexic Advantage. New York: Hudson Street Press. Eide, BL, & Eide, F., 2e Newsletter. October 2005. Hoeft, Fumiko, in preparation.
 WISC-IV. (2003). San Antonio: Pearson.
 Turner, M. (1997). Psychological Assessment of Dyslexia. London: Whurr.
 Eide, BL, & Eide, F.