Description: LADS is a computerized test designed to screen for dyslexia in persons 16 years and older. LADS is not a diagnostic test and does not purport to provide a definitive assessment of dyslexia. Nor does it assess reading and spelling abilities per se. Rather, LADS is designed to provide a quick screen of unselected or selected adults in order to indicate which of them is most likely to have dyslexia. Lucid's development team worked very closely with psychologists at the University of Hull, as well as with educational consultants, to ensure that its assessment systems conform to the highest psychometric and educational standards. Lucid's products conform to the Guidelines for the Development and Use of Computer-Based Assessments (1999) published by the Professional Affairs Board of the British Psychological Society. Lucid is an independent, UK-based company specializing in the research and development of computerized assessment systems for use in schools, colleges and other institutions worldwide. Go to www.lucid-research.com


Name of tool

 Criteria Evidence Limited evidence
Lucid Adult Dyslexia Screening (LADS) Yields reliable information: the screening material reliably measures indicators of potential learning disabilities and yields consistent results (if the screening tool was given to the same person again, similar indicators of potential learning disabilities would be evident). A low standard of error should be evident. Lucid's products have been subjected to rigorous statistical standardization procedures, carried out according to scientifically accepted psychometric principles, which provide reliable norms.  
  Is valid: The screening material adequately represents the full range of characteristics associated with learning disabilities. The screening material is consistent with what is currently known about learning disabilities. It covers a scope sufficient to provide an initial assessment in several areas, such as language, motor, organization and social skills (look for a description of which learning disability indicators may be assessed with the instrument). The software incorporates four assessment modules, three of which are designed to measure phonological processing and working memory skills which are typically weak in dyslexic adults despite educational intervention. These tests will provide a swift but effective screening for dyslexic individuals in a wide variety of settings, including those in further and higher education. The Reasoning test has been included in order to calibrate the Word recognition and Word construction tests to increase the accuracy of detection of dyslexia in bright, well-compensated adults. It also enables the administrator to reach a rough estimate of the person's intellectual ability, which may be important when making decisions about further action after screening. LADS was validated against established assessment systems.  
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. Stand alone CD- the license fees are as follows:
1 year = 365 Cdn $
2 yrs = 730.00 Cdn. $
3 yrs = 1096 Cdn. $

For network licenses fees range based on the number of users Go to http://www.lucid-research.com/Prices%20Standard.htm for details.

  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. Each of the four modules in LADS takes about five minutes, so the whole screening can usually be completed in about 20 minutes. Results can be viewed on screen or printed out immediately.  
  The requirements for learning to use the screening tool are reasonable. Requirements may range from reviewing the instructions and user manual to participating in a training session. The test is accompanied by a comprehensive Administrator's Manual which explains how to use the program and how to interpret results. No training is required - only review of the instructor manual and familiarity of the assessment tool is required.  
  Minimize bias: The screening material accurately highlights potential indicators of learning disabilities regardless of a person's age, gender, race, ethnicity, or primary language. Product development involves extensive fieldtesting with large samples of appropriate participants. These participants include students in colleges and universities, and adults in various centres throughout UK.  
  Instructions are provided on how to interpret the screening tool results/findings.    
  The tool is compatible with the goals of the organization. For example, if you serve only adults, was the test developed for adults only or if you serve a number of ESL learners, was this the intended audience for the screening tool? The tests in LADS are adaptive; that is, the program varies the items given according to the performance of the individual taking the test. This means that the assessment is swift and efficient. (Please note that progressively harder items will be delivered to those individuals who get many items correct; and easier items delivered to those who make incorrect responses)  
  The format and written text follows clear language guidelines.    
  The tool includes information to help select possible learning materials and/or instructional practices. The final section of the Manual (which has been written by E.A. Draffan of Sussex University's Assistive Technology Unit) covers a range of strategies for supporting adults with dyslexia, particularly using computer technology.