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Essentials of Tests of Dyslexia�
Nancy Mather (Author), R. Steve McCallum (Author), Sherry M. Bell (Author), Barbara J. Wendling (Author)
9781394382699, Wiley
Paperback / softback, published 22 June 2026
320 pages
22.1 x 15 x 2 cm, 0.363 kg
Administer, score, and interpret the TOD-S, TOD-E, and TOD-C dyslexia assessments Essentials of the Tests of Dyslexia (TOD) provides important insights into the administration, scoring, and interpretation of the three direct dyslexia assessment components and the co-normed rating scales. The book shows how the TOD instructional guide facilitates linking assessment results to interventions and is designed to expand understanding of the underlying linguistic abilities and related reading and spelling skills that are impacted for individuals with dyslexia. With numerous case studies and case reports that provide guided practice in interpreting scores and score reports, this book delivers insights on: Essentials of the Tests of Dyslexia (TOD) is a complete resource for assessment professionals, reading specialists, and educators who are interested in understanding reading difficulties and evaluating and serving individuals with dyslexia.
Series Preface x Acknowledgments xii One Overview of Dyslexia and the Rationale for the TOD™ 1 What is Dyslexia? 1 Revising the Definition of Dyslexia 2 Introduction to the TOD 3 Reading and Spelling Skills Affected by Dyslexia 4 Untimed and Timed Word Reading 5 Regular Word Spelling and Irregular Word Reading and Spelling 5 Multiple Linguistic Risk Factors 5 Phonological Awareness 6 Rapid Automatized Naming 6 Auditory Working Memory 8 Orthographic Processing 8 Visual- Verbal Paired Associate Learning 8 Vocabulary and Reasoning 9 Risk and Diagnostic Indexes 9 Clinical Pattern of Dyslexia 11 Rating Scales 11 Family History 12 Early Speech and Language Difficulties 12 Cattell–Horn–Carroll Theory of Cognitive Abilities 12 Dyslexia Interventions and Recommendations Guide 14 Test Yourself 14 Answers 15 References 15 Two General Administration Procedures for the TOD™ 18 Getting Ready to Test 19 TOD- Screener (TOD- S) 20 TOD- Comprehensive (TOD- C) and TOD- Early (TOD- E) 20 Confidentiality of Test Materials 22 Free Online Scoring 30 Test Yourself 32 Answers 33 References 33 Three Administration of the TOD- Screener and the TOD- Early 34 TOD- Screener 34 Picture Vocabulary (TOD- 1S) 35 Letter and Word Choice (TOD- 2S) 37 Word Reading Fluency (TOD- 3Sa) 38 Question Reading Fluency (TOD- 3Sb) 39 TOD- Early (TOD- E) 41 Sounds and Pseudowords (TOD- 4E) 41 Rhyming (TOD- 5E) 43 Early Rapid Number and Letter Naming (TOD- 6E) 44 Letter and Sight Word Recognition (TOD- 7E) 46 Early Segmenting (TOD- 8E) 47 Letter and Sound Knowledge (TOD- 9E) 49 Test Yourself 50 Answers 51 Four Administration of the TOD- Comprehensive 52 Organization of the TOD- c 52 Administration and Scoring of the TOD- C Tests 54 Phonological Manipulation (TOD- 4C) 54 Irregular Word Spelling (TOD- 5C) 56 Rapid Letter Naming (TOD- 6C) 57 Pseudoword Reading (TOD- 7C) 58 Word Pattern Choice (TOD- 8C) 59 Word Memory (TOD- 9C) 60 Picture Analogies (TOD- 10C) 61 Irregular Word Reading (TOD- 11C) 62 Oral Reading Efficiency (TOD- 12C) 64 Blending (TOD- 13C) 65 Segmenting (TOD- 14C) 67 Regular Word Spelling (TOD- 15C) 69 Silent Reading Efficiency (TOD- 16C) 70 Rapid Number and Letter Naming (TOD- 17C) 72 Letter Memory (TOD- 18C) 74 Rapid Pseudoword Reading (TOD- 19C) 75 Rapid Irregular Word Reading (TOD- 20C) 76 Symbol to Sound Learning (TOD- 21C) 77 Listening Vocabulary (TOD- 22C) 79 Geometric Analogies (TOD- 23C) 80 Test Yourself 81 Answers 82 Reference 82 Five Understanding and Interpreting The TOD Scores and Comparisons 83 Levels of Interpretation 83 Grade- or Age- Based Norms 85 TOD Scores 86 Communicating Performance Levels 93 Interpreting Standard Score or Percentile Ranges 96 Comparing TOD Scores 97 Importance of Instructional History in Decision- Making and Instructional Planning 99 Using TOD Tests, Composites, and Indexes to Identify Dyslexia Characteristics and/or a Specific Learning Disability in Reading 99 Linking Test Selection to Diagnosis, Recommendations, and Interventions 100 Test Yourself 102 Answers 103 References 104 Six Use of the TOD Rating Scales in the Identification of Dyslexia 105 Descriptions of the TOD Rating Scales 106 Development of the Rating Scales 109 Standardization of the TOD Rating Scales 110 Psychometric Properties of the TOD Rating Scales 111 Administration, Scoring, and Interpreting the TOD Rating Scales 114 Test Yourself 122 Answers 123 References 123 Seven Psychometric Properties of The TOD 125 Pilot Studies 125 Standardization 126 Reliability 130 Validity 134 Independent Research 142 Test Yourself 144 Answers 145 References 145 Eight Using the TOD Results to Inform Interventions 147 Structured Literacy 147 Phonological and Phonemic Awareness 148 Basic Reading Skills 152 Online Instruction and Teacher Training 160 Structural Analysis 161 Reading Fluency 163 Spelling 165 Accommodations 169 Test Yourself 174 Answers 175 References 175 Nine Illustrative Case Reports for The TOD- S and TOD- E 177 Case 1: Confidential Psychoeducational Report 178 Reason for Referral and Background Information 178 Assessment Procedures and Instruments 179 Tests of Dyslexia- Screener (TOD- S) 180 TOD- C Rating Scales 180 Summary and Recommendations 181 Case 2: TOD- S Evaluation 183 Conclusions 186 Case 3: Confidential Psychoeducational Report 187 Reason for Referral and Background Information 187 Assessment Procedures and Instruments 188 Tests of Dyslexia- Screener (TOD- S) 188 TOD- C Self- Rating Scale 190 Summary and Recommendations 190 Case 4: Confidential Psychoeducational Report 191 Reason for Referral and Background Information 192 Tests of Dyslexia- Screener (TOD- S) 194 TOD- E Rating Scales 195 Tests of Dyslexia- Early (TOD- E) 195 Summary and Recommendations 198 Case 5: Psychoeducational Evaluation 200 Reason for Referral 200 Background 200 Behavioral Observations 201 Tests Administered 201 Explanation of Scores and Score Ranges 202 Test Results 202 Indexes 205 TOD- E Parent/Caregiver Rating Scale 206 Summary 206 Diagnostic Impressions 207 Recommendations 207 Test Yourself 210 Answers 211 References 211 Ten Illustrative Case Reports for the TOD‐ C 212 Case 1: Confidential Psychoeducational Report 213 Reason for Referral and Background Information 213 Tests of Dyslexia‐ Screener (TOD‐ S) and Comprehensive (TOD‐ C) 215 Tests of Dyslexia Rating Scales 217 Summary and Recommendations 217 Case 2: Psychoeducational Evaluation 218 Reason for Referral 219 Background Information 219 Observations 219 Tests Administered 219 TOD‐ C Rating Scales 223 Conclusions 223 Recommendations 223 TOD Test Results 225 Case 3: Confidential Psychoeducational Report 229 Reason for Referral and Background Information 229 Tests of Dyslexia‐ Screener 231 Tests of Dyslexia‐ Comprehensive 232 Tests of Dyslexia Rating Scales 239 Summary and Recommendations 240 Classroom and Standardized Testing Accommodation Recommendations 242 Test Yourself 242 Answers 244 References 244 Appendix A Commonly Asked Questions 245 Appendix B Analyzing TOD Score Reports 255 Background 255 Reason for Referral 255 Tests Administered 256 DDI, RSI, and LPI 256 Test Scores within the DDI 257 TOD- C Composite Scores 258 Selecting Tests to Administer 260 Error Analyses 260 TOD- C Rating Scales 261 Conclusions 264 Reason for Referral 269 Tod- S 269 TOD- C Results 270 Parent/Caregiver Rating Scale 272 Appendix C TOD-E and TOD-C Dyslexia Profiles 275 Permission List 283 Index 288
Subject Areas: Psychology [JM]
