The summary below is based on an actual case example from the TOD authors Nancy Mather, PhD, Sherry Bell, PhD, Steve McCallum, PhD, and Barbara Wendling, MA. We’ve changed the personally identifiable information to protect the privacy of the student and his family. 

Background 

Jayden Carter is new to Brentfield Elementary. Reviewing his academic record, we learned that Jayden’s grades were low, even though he had extra help in school and at home. Last year, his teacher noted that Jayden would seem to learn a word—only to forget it again. Jayden’s school team recommended testing to explore what’s behind Jayden’s difficulty learning to read.

Jayden’s reading difficulties are in contrast with his overall curiosity, love of telling stories, hearing them, and drawing. He doesn’t seem to have trouble understanding words—it’s more that he misreads them, even simple words. He also gets frustrated and “shuts down” when he is asked to break words down into syllables. Jayden isn’t the only one who feels frustrated. The whole family is at a loss. He isn’t progressing despite nightly help with homework.  

Our Testing Results

Along with all other students in Grades 1-3 at Brentfield Elementary, Jayden took the TOD-Screener (TOD-S) at the start of the school year. His score on the Picture Vocabulary test was 102, in the Average range for receptive vocabulary. However, on Letter and Word Choice, Jayden scored 70—Well Below Average. On the timed Question Reading Fluency test, his score of 65 showed he is Significantly Below Average. The discrepancy between Jayden’s receptive vocabulary and his reading skills is unexpected. Because the discrepancy indicates a risk of dyslexia, we decided to explore further.

TOD-Comprehensive  

About a week after Jayden took the TOD-S, he took tests 4-9 of the TOD-C. Those tests, combined with two from the TOD-S, yielded three different index scores: the Dyslexia Diagnostic Index (DDI), the Reading and Spelling Index (RSI), and the Linguistic Processes Index (LPI).  Here’s a breakdown of Jayden’s scores on each:  

• DDI: 61 
• RSI: 66 
• LPI: 67 

All three scores are Significantly Below Average. Though the DDI is the most informative diagnostically, all three together indicate an Extremely High probability that Jayden has dyslexia.

We opted to give Jayden 10 additional tests within the TOD-C so we could gather a broad range of data his team could use to plan his instruction, support his diagnosis, and help his teachers and family see the full picture of his strengths and needs. 

Composite Scores 

Here’s a brief synopsis of the information we gleaned from the TOD-C: 

Reading and Spelling Composites 

The reading and spelling composite scores are drawn from tests that assess these skill areas: 

Linguistic Processing Composites 

The linguistic processing composites showed us Jayden’s language abilities, which form the foundation of many reading skills.  

Vocabulary and Reasoning Composites 

Comparing Jayden’s oral language and reasoning scores to scores in the DDI gave us important diagnostic clues. A significant discrepancy between the vocabulary/reasoning abilities and reading skills suggests dyslexia may be the right diagnosis.  

Jayden’s composite score on these two tests was 109, which is in the Average range. The discrepancy is clinically meaningful, again suggesting dyslexia.  

TOD-C Teacher and Parent/Caregiver Rating Scales 

Ms. Amanda Jacobs, Jayden’s 3rd grade teacher, confirmed that his oral language and reasoning are on par with his peers. She has noticed significant reading difficulties, especially with blending, segmenting, reading longer words, reading expressively, and understanding what he reads. Her ratings produced a T-score of 68, which indicates a High Risk of dyslexia.

Jayden’s mom was not aware of any family history of dyslexia, and she reported that he had extra help with reading at his previous school. She has also noticed reading difficulties. He reads slowly, needs extra homework time when reading is involved, and doesn’t seem to read for enjoyment. Like Jayden’s teacher, his mom saw his vocabulary and reasoning ability as strong. Her ratings produced a T-score of 72, which suggests a Very High Risk of dyslexia.  

Our Recommendations

When we reviewed Jayden’s TOD-S and TOD-C performance and considered the information gathered through rating scales and observations, we came to a clinical judgment that a diagnosis of dyslexia (specific learning disability in reading) is appropriate.

Here are the first steps we recommend: 

1. Jayden should be considered eligible for Brentfield Elementary’s dyslexia instructional program. He needs explicit, systematic reading instruction right away. 
2. Jayden also needs instruction and practice in common orthographic spelling patterns. Two good options are Scholastic Spelling and Spellography. It’s important to limit the amount of reading in Jayden’s classwork and to offer him other ways to show what he knows. Project-based learning involving oral presentations, art, and/or math will allow Jayden to use and build skills he has in abundance. 
3. Jayden needs extra time on assignments and tests that require a lot of reading.  
4. Instruction should include helping Jayden learn to read and spell high-frequency words. Possibilities could include Dolch word lists or Fry’s 300 Instant Words.  
5. Audio textbooks will help Jayden stay current with learning in content areas. 

Outcomes

When Jayden’s TOD-S results showed an increased risk for dyslexia, we were able to use the TOD-C tests to dig deeper and determine that he is eligible for a dyslexia diagnosis. That diagnosis unlocked resources that we hope will make a big difference as Jayden progresses through third grade.

In addition to providing clear diagnostic information, TOD-C tests gave us valuable knowledge about Jayden’s strengths and the areas where his team needs to focus instruction. Using the TOD Intervention Guidebook, we were also able to suggest reasonable accommodations, as well as alternative learning options and supports that should lower Jayden’s frustration and steady his motivation as he learns. 

This case example provides information based on the Tests of Dyslexia (TOD), published by WPS. The original case example appears in Chapter 3 of the TOD Manual. 

Related to this TOD Case Example: 

• The WPS Guide to Reading Assessment 
• Dyslexia Characteristics at Different Ages 
• Challenges in Testing for Dyslexia