{"product_id":"essentials-of-tests-of-dyslexia-paperback-softback-9781394382699","title":"Essentials of Tests of Dyslexia� (Paperback \/ softback) 9781394382699","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eEssentials of Tests of Dyslexia�\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eNancy Mather (Author), R. Steve McCallum (Author), Sherry M. Bell (Author), Barbara J. Wendling (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781394382699, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 22 June 2026\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e320 pages\u003cbr\u003e22.1 x 15 x 2 cm, 0.363 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003eAdminister, score, and interpret the TOD-S, TOD-E, and TOD-C dyslexia assessments\u003c\/b\u003e \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eEssentials of the Tests of Dyslexia (TOD)\u003c\/i\u003e 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. \u003c\/p\u003e\n\u003cp\u003eWith numerous case studies and case reports that provide guided practice in interpreting scores and score reports, this book delivers insights on: \u003c\/p\u003e\n\u003cul\u003e \u003cli\u003eSample\/potential questions to ask young children, such as “Do you have a lot of books at home?”\u003c\/li\u003e \u003cli\u003eAccurate calculation of chronological age before beginning an evaluation\u003c\/li\u003e \u003cli\u003ePotential administration errors, such as adding a schwa sound when pronouncing consonant sounds when administering the TOD-E\u003c\/li\u003e \u003cli\u003eThe three levels of interpretation as a framework to interpret scores and score profiles and relative differences among scores\u003c\/li\u003e \u003cli\u003eConfidence bands (intervals) as a standardized method to reflect the confidence that the examinee’s true score falls within an identified range\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eEssentials of the Tests of Dyslexia (TOD)\u003c\/i\u003e 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.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eSeries Preface x\u003c\/p\u003e \u003cp\u003eAcknowledgments xii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne Overview of Dyslexia and the Rationale for the TOD™ 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Dyslexia? 1\u003c\/p\u003e \u003cp\u003eRevising the Definition of Dyslexia 2\u003c\/p\u003e \u003cp\u003eIntroduction to the TOD 3\u003c\/p\u003e \u003cp\u003eReading and Spelling Skills Affected by Dyslexia 4\u003c\/p\u003e \u003cp\u003eUntimed and Timed Word Reading 5\u003c\/p\u003e \u003cp\u003eRegular Word Spelling and Irregular Word Reading and Spelling 5\u003c\/p\u003e \u003cp\u003eMultiple Linguistic Risk Factors 5\u003c\/p\u003e \u003cp\u003ePhonological Awareness 6\u003c\/p\u003e \u003cp\u003eRapid Automatized Naming 6\u003c\/p\u003e \u003cp\u003eAuditory Working Memory 8\u003c\/p\u003e \u003cp\u003eOrthographic Processing 8\u003c\/p\u003e \u003cp\u003eVisual- Verbal Paired Associate Learning 8\u003c\/p\u003e \u003cp\u003eVocabulary and Reasoning 9\u003c\/p\u003e \u003cp\u003eRisk and Diagnostic Indexes 9\u003c\/p\u003e \u003cp\u003eClinical Pattern of Dyslexia 11\u003c\/p\u003e \u003cp\u003eRating Scales 11\u003c\/p\u003e \u003cp\u003eFamily History 12\u003c\/p\u003e \u003cp\u003eEarly Speech and Language Difficulties 12\u003c\/p\u003e \u003cp\u003eCattell–Horn–Carroll Theory of Cognitive Abilities 12\u003c\/p\u003e \u003cp\u003eDyslexia Interventions and Recommendations Guide 14\u003c\/p\u003e \u003cp\u003eTest Yourself 14\u003c\/p\u003e \u003cp\u003eAnswers 15\u003c\/p\u003e \u003cp\u003eReferences 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo General Administration Procedures for the TOD™ 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Ready to Test 19\u003c\/p\u003e \u003cp\u003eTOD- Screener (TOD- S) 20\u003c\/p\u003e \u003cp\u003eTOD- Comprehensive (TOD- C) and TOD- Early (TOD- E) 20\u003c\/p\u003e \u003cp\u003eConfidentiality of Test Materials 22\u003c\/p\u003e \u003cp\u003eFree Online Scoring 30\u003c\/p\u003e \u003cp\u003eTest Yourself 32\u003c\/p\u003e \u003cp\u003eAnswers 33\u003c\/p\u003e \u003cp\u003eReferences 33\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Administration of the TOD- Screener and the TOD- Early 34\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTOD- Screener 34\u003c\/p\u003e \u003cp\u003ePicture Vocabulary (TOD- 1S) 35\u003c\/p\u003e \u003cp\u003eLetter and Word Choice (TOD- 2S) 37\u003c\/p\u003e \u003cp\u003eWord Reading Fluency (TOD- 3Sa) 38\u003c\/p\u003e \u003cp\u003eQuestion Reading Fluency (TOD- 3Sb) 39\u003c\/p\u003e \u003cp\u003eTOD- Early (TOD- E) 41\u003c\/p\u003e \u003cp\u003eSounds and Pseudowords (TOD- 4E) 41\u003c\/p\u003e \u003cp\u003eRhyming (TOD- 5E) 43\u003c\/p\u003e \u003cp\u003eEarly Rapid Number and Letter Naming (TOD- 6E) 44\u003c\/p\u003e \u003cp\u003eLetter and Sight Word Recognition (TOD- 7E) 46\u003c\/p\u003e \u003cp\u003eEarly Segmenting (TOD- 8E) 47\u003c\/p\u003e \u003cp\u003eLetter and Sound Knowledge (TOD- 9E) 49\u003c\/p\u003e \u003cp\u003eTest Yourself 50\u003c\/p\u003e \u003cp\u003eAnswers 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Administration of the TOD- Comprehensive 52\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOrganization of the TOD- c 52\u003c\/p\u003e \u003cp\u003eAdministration and Scoring of the TOD- C Tests 54\u003c\/p\u003e \u003cp\u003ePhonological Manipulation (TOD- 4C) 54\u003c\/p\u003e \u003cp\u003eIrregular Word Spelling (TOD- 5C) 56\u003c\/p\u003e \u003cp\u003eRapid Letter Naming (TOD- 6C) 57\u003c\/p\u003e \u003cp\u003ePseudoword Reading (TOD- 7C) 58\u003c\/p\u003e \u003cp\u003eWord Pattern Choice (TOD- 8C) 59\u003c\/p\u003e \u003cp\u003eWord Memory (TOD- 9C) 60\u003c\/p\u003e \u003cp\u003ePicture Analogies (TOD- 10C) 61\u003c\/p\u003e \u003cp\u003eIrregular Word Reading (TOD- 11C) 62\u003c\/p\u003e \u003cp\u003eOral Reading Efficiency (TOD- 12C) 64\u003c\/p\u003e \u003cp\u003eBlending (TOD- 13C) 65\u003c\/p\u003e \u003cp\u003eSegmenting (TOD- 14C) 67\u003c\/p\u003e \u003cp\u003eRegular Word Spelling (TOD- 15C) 69\u003c\/p\u003e \u003cp\u003eSilent Reading Efficiency (TOD- 16C) 70\u003c\/p\u003e \u003cp\u003eRapid Number and Letter Naming (TOD- 17C) 72\u003c\/p\u003e \u003cp\u003eLetter Memory (TOD- 18C) 74\u003c\/p\u003e \u003cp\u003eRapid Pseudoword Reading (TOD- 19C) 75\u003c\/p\u003e \u003cp\u003eRapid Irregular Word Reading (TOD- 20C) 76\u003c\/p\u003e \u003cp\u003eSymbol to Sound Learning (TOD- 21C) 77\u003c\/p\u003e \u003cp\u003eListening Vocabulary (TOD- 22C) 79\u003c\/p\u003e \u003cp\u003eGeometric Analogies (TOD- 23C) 80\u003c\/p\u003e \u003cp\u003eTest Yourself 81\u003c\/p\u003e \u003cp\u003eAnswers 82\u003c\/p\u003e \u003cp\u003eReference 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive Understanding and Interpreting The TOD Scores and Comparisons 83\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLevels of Interpretation 83\u003c\/p\u003e \u003cp\u003eGrade- or Age- Based Norms 85\u003c\/p\u003e \u003cp\u003eTOD Scores 86\u003c\/p\u003e \u003cp\u003eCommunicating Performance Levels 93\u003c\/p\u003e \u003cp\u003eInterpreting Standard Score or Percentile Ranges 96\u003c\/p\u003e \u003cp\u003eComparing TOD Scores 97\u003c\/p\u003e \u003cp\u003eImportance of Instructional History in Decision- Making and Instructional Planning 99\u003c\/p\u003e \u003cp\u003eUsing TOD Tests, Composites, and Indexes to Identify Dyslexia Characteristics and\/or a Specific Learning Disability in Reading 99\u003c\/p\u003e \u003cp\u003eLinking Test Selection to Diagnosis, Recommendations, and Interventions 100\u003c\/p\u003e \u003cp\u003eTest Yourself 102\u003c\/p\u003e \u003cp\u003eAnswers 103\u003c\/p\u003e \u003cp\u003eReferences 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Use of the TOD Rating Scales in the Identification of Dyslexia 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDescriptions of the TOD Rating Scales 106\u003c\/p\u003e \u003cp\u003eDevelopment of the Rating Scales 109\u003c\/p\u003e \u003cp\u003eStandardization of the TOD Rating Scales 110\u003c\/p\u003e \u003cp\u003ePsychometric Properties of the TOD Rating Scales 111\u003c\/p\u003e \u003cp\u003eAdministration, Scoring, and Interpreting the TOD Rating Scales 114\u003c\/p\u003e \u003cp\u003eTest Yourself 122\u003c\/p\u003e \u003cp\u003eAnswers 123\u003c\/p\u003e \u003cp\u003eReferences 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Psychometric Properties of The TOD 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePilot Studies 125\u003c\/p\u003e \u003cp\u003eStandardization 126\u003c\/p\u003e \u003cp\u003eReliability 130\u003c\/p\u003e \u003cp\u003eValidity 134\u003c\/p\u003e \u003cp\u003eIndependent Research 142\u003c\/p\u003e \u003cp\u003eTest Yourself 144\u003c\/p\u003e \u003cp\u003eAnswers 145\u003c\/p\u003e \u003cp\u003eReferences 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Using the TOD Results to Inform Interventions 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStructured Literacy 147\u003c\/p\u003e \u003cp\u003ePhonological and Phonemic Awareness 148\u003c\/p\u003e \u003cp\u003eBasic Reading Skills 152\u003c\/p\u003e \u003cp\u003eOnline Instruction and Teacher Training 160\u003c\/p\u003e \u003cp\u003eStructural Analysis 161\u003c\/p\u003e \u003cp\u003eReading Fluency 163\u003c\/p\u003e \u003cp\u003eSpelling 165\u003c\/p\u003e \u003cp\u003eAccommodations 169\u003c\/p\u003e \u003cp\u003eTest Yourself 174\u003c\/p\u003e \u003cp\u003eAnswers 175\u003c\/p\u003e \u003cp\u003eReferences 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine Illustrative Case Reports for The TOD- S and TOD- E 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCase 1: Confidential Psychoeducational Report 178\u003c\/p\u003e \u003cp\u003eReason for Referral and Background Information 178\u003c\/p\u003e \u003cp\u003eAssessment Procedures and Instruments 179\u003c\/p\u003e \u003cp\u003eTests of Dyslexia- Screener (TOD- S) 180\u003c\/p\u003e \u003cp\u003eTOD- C Rating Scales 180\u003c\/p\u003e \u003cp\u003eSummary and Recommendations 181\u003c\/p\u003e \u003cp\u003eCase 2: TOD- S Evaluation 183\u003c\/p\u003e \u003cp\u003eConclusions 186\u003c\/p\u003e \u003cp\u003eCase 3: Confidential Psychoeducational Report 187\u003c\/p\u003e \u003cp\u003eReason for Referral and Background Information 187\u003c\/p\u003e \u003cp\u003eAssessment Procedures and Instruments 188\u003c\/p\u003e \u003cp\u003eTests of Dyslexia- Screener (TOD- S) 188\u003c\/p\u003e \u003cp\u003eTOD- C Self- Rating Scale 190\u003c\/p\u003e \u003cp\u003eSummary and Recommendations 190\u003c\/p\u003e \u003cp\u003eCase 4: Confidential Psychoeducational Report 191\u003c\/p\u003e \u003cp\u003eReason for Referral and Background Information 192\u003c\/p\u003e \u003cp\u003eTests of Dyslexia- Screener (TOD- S) 194\u003c\/p\u003e \u003cp\u003eTOD- E Rating Scales 195\u003c\/p\u003e \u003cp\u003eTests of Dyslexia- Early (TOD- E) 195\u003c\/p\u003e \u003cp\u003eSummary and Recommendations 198\u003c\/p\u003e \u003cp\u003eCase 5: Psychoeducational Evaluation 200\u003c\/p\u003e \u003cp\u003eReason for Referral 200\u003c\/p\u003e \u003cp\u003eBackground 200\u003c\/p\u003e \u003cp\u003eBehavioral Observations 201\u003c\/p\u003e \u003cp\u003eTests Administered 201\u003c\/p\u003e \u003cp\u003eExplanation of Scores and Score Ranges 202\u003c\/p\u003e \u003cp\u003eTest Results 202\u003c\/p\u003e \u003cp\u003eIndexes 205\u003c\/p\u003e \u003cp\u003eTOD- E Parent\/Caregiver Rating Scale 206\u003c\/p\u003e \u003cp\u003eSummary 206\u003c\/p\u003e \u003cp\u003eDiagnostic Impressions 207\u003c\/p\u003e \u003cp\u003eRecommendations 207\u003c\/p\u003e \u003cp\u003eTest Yourself 210\u003c\/p\u003e \u003cp\u003eAnswers 211\u003c\/p\u003e \u003cp\u003eReferences 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen Illustrative Case Reports for the TOD‐ C 212\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCase 1: Confidential Psychoeducational Report 213\u003c\/p\u003e \u003cp\u003eReason for Referral and Background Information 213\u003c\/p\u003e \u003cp\u003eTests of Dyslexia‐ Screener (TOD‐ S) and Comprehensive (TOD‐ C) 215\u003c\/p\u003e \u003cp\u003eTests of Dyslexia Rating Scales 217\u003c\/p\u003e \u003cp\u003eSummary and Recommendations 217\u003c\/p\u003e \u003cp\u003eCase 2: Psychoeducational Evaluation 218\u003c\/p\u003e \u003cp\u003eReason for Referral 219\u003c\/p\u003e \u003cp\u003eBackground Information 219\u003c\/p\u003e \u003cp\u003eObservations 219\u003c\/p\u003e \u003cp\u003eTests Administered 219\u003c\/p\u003e \u003cp\u003eTOD‐ C Rating Scales 223\u003c\/p\u003e \u003cp\u003eConclusions 223\u003c\/p\u003e \u003cp\u003eRecommendations 223\u003c\/p\u003e \u003cp\u003eTOD Test Results 225\u003c\/p\u003e \u003cp\u003eCase 3: Confidential Psychoeducational Report 229\u003c\/p\u003e \u003cp\u003eReason for Referral and Background Information 229\u003c\/p\u003e \u003cp\u003eTests of Dyslexia‐ Screener 231\u003c\/p\u003e \u003cp\u003eTests of Dyslexia‐ Comprehensive 232\u003c\/p\u003e \u003cp\u003eTests of Dyslexia Rating Scales 239\u003c\/p\u003e \u003cp\u003eSummary and Recommendations 240\u003c\/p\u003e \u003cp\u003eClassroom and Standardized Testing Accommodation Recommendations 242\u003c\/p\u003e \u003cp\u003eTest Yourself 242\u003c\/p\u003e \u003cp\u003eAnswers 244\u003c\/p\u003e \u003cp\u003eReferences 244\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A Commonly Asked Questions 245\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B Analyzing TOD Score Reports 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBackground 255\u003c\/p\u003e \u003cp\u003eReason for Referral 255\u003c\/p\u003e \u003cp\u003eTests Administered 256\u003c\/p\u003e \u003cp\u003eDDI, RSI, and LPI 256\u003c\/p\u003e \u003cp\u003eTest Scores within the DDI 257\u003c\/p\u003e \u003cp\u003eTOD- C Composite Scores 258\u003c\/p\u003e \u003cp\u003eSelecting Tests to Administer 260\u003c\/p\u003e \u003cp\u003eError Analyses 260\u003c\/p\u003e \u003cp\u003eTOD- C Rating Scales 261\u003c\/p\u003e \u003cp\u003eConclusions 264\u003c\/p\u003e \u003cp\u003eReason for Referral 269\u003c\/p\u003e \u003cp\u003eTod- S 269\u003c\/p\u003e \u003cp\u003eTOD- C Results 270\u003c\/p\u003e \u003cp\u003eParent\/Caregiver Rating Scale 272\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix C TOD-E and TOD-C Dyslexia Profiles 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePermission List 283\u003c\/p\u003e \u003cp\u003eIndex 288\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52433828151576,"sku":"9781394382699","price":50.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781394382699.jpg?v=1784854479","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/essentials-of-tests-of-dyslexia-paperback-softback-9781394382699","provider":"Freshly Printed Books","version":"1.0","type":"link"}