SPECIFIC DYSLEXIA DIAGNOSTIC TEST.

AUTHORS: BRONQUIST AND MABEL CONDEMARIN.

NAME: .................................................................................................

AGE: ................................. COURSE: ....................................

EXAMINER: .........................................................................................

EVALUATION DATE: ..............................................................................

I.- READING LEVEL.

1.- Name of the letter. The examiner should say: Say the name of these letters.
Example this letter is called be (b is pointed to). Now you go on.
b m c l a g d p s r ch q ñ

2.- Sound of the letter: Say the sound of each of these letters. Example The sound of this letter is (point
to the letter l and pronounce it). Follow us.
l m s ll q r q r t e ch j y v d

3.- Direct syllables with single-sounding consonants: Now read these parts to me.
sa te me lu rufa

4.- Direct syllables with double-sounding consonants: And these.

ce ci g a g e cu gi

5.- Direct syllables with double consonants: And these

llocha rro lle rru cho

6.- Direct syllables with consonants followed by a silent "u": And these
gue gui guithat
7.- Indirect syllables of simple level.
is acin em ul ar

8.- Indirect syllables of complex level.

ob et apex af af ad

9.- Complex syllables:

til pur pur moscamsec lin

10.- Syllables with simple level diphthong syllables.

mia tua feu reu nie pia

11.- Syllables with complex level diphthongs.

lianreis viul suapbeim siec

12.- Syllables with simple level phonogram.

bra fli grodru cle tri

13.- Syllables with complex level phonogram.

gluspron trisplafblen grat

14.- Syllables with phonogram and single-level diphthong.

brio cruetrau trau gliopleu drie

15.- Syllables with phonogram and diphthong of complex level.

crianflaunprien clous triumblauc
II.- SPECIFIC ERRORS.

1.- Acoustically close sounds: Letters that can be confused by sounds at the beginning of each word.
The examiner should pronounce each word separately and the child should point to the letter that begins
the word heard.
I am going to say a word and you must show it on the sheet. For example I say "monkey" what letter
does it start with? He should point to the "m". If the child did not understand, the examiner will point it
out.

chado fido fido tarpo boso poli muta

depo llotio grupa jallon quebo napo

y j s ll ch f d t l n
f j y b s ll ch ñ j g
cktmdyrjmg
d ñ t f p p g y ll j f
stbmpgsjqc
s m n l b ll j n m ch

2.- Final parts of words: Confusable letter at the end of the word. I am going to tell you a word and
you are going to show me again with your finger the letter with which each word ends. For example, I
say toy, what letter does it end with? If the subject has not understood, the examiner displays the word.

amog challo frabo tamoj arrate lufo

gacho cafid craton crape atiro femis

m y f g ñ ll j y s ch
j ñ ll ch g d f t l c
tbñfpnjnnsr
f j t ll g p b t s s c
r s d d t m s rr p n n r
f v v b j s ch j s s n f

3.- Letters that can be confused by similar spelling (subtle differences in spelling). These words
mean nothing, but try to read them as they are.

nomino ohnado deste alledo rochino chaquillo

laqueta saguesa quiguifi voyate ifjuti quellimi

4.- Letters that can be confused by different spatial orientation: These words also have no meaning.
But try to read them as they are.

bado dipo babe quebo quido dudo

bapi quipi budopi pebade numo saute
5.- Complete reversals of letters: Read these word chunks.

the so se ap las nos.

the al es are le sal

6.- Inversions of the order of letters in syllables: Read these words.

avocado surplus trota trota turkish feather down trunk

balcony deny sabré calvo nóbel pardo

7.- Inversions in syllables.

loma saco dato tala tapa cabo

soup toga toga saca choca cala caro
 ANNEX SPECIFIC DIAGNOSTIC TEXT.

Reading from Year 2.

THE FRIGHTENING FOAL.

Once upon a time there was a little girl named Luchita. He lived on a farm with his brother Ricardo.
One day their father gave them a sorrel foal. They had a lot of fun with him.
Once Ricardo was riding him, the colt got scared and ran off at a gallop. Poor Ricardo fell into a
shantytown. How Luchita laughed when she saw it.
He was covered in mud from head to toe.

Reading from Fourth Year.

THE SCHOOL CONCERT.

On December 20, all the students of the schools of the city gathered at the University Theater to
celebrate a great concert. Each of them had to perform one or another part of the program. This program
consisted of school choirs, regional dances, skits.
Finally, the performance of a comedy. The number of people who attended this party was 620.
Ticket sales brought in more than 800 pesos.

Time: .................................. Errors: .................................

(how long did it take to read) (number of errors)

READING COMPREHENSION FIRST TEXT.

1.- What is the title of the story? ………………………………………………………..

2.- Who were Ricardo and Luchita? ……………………………………………………..

3.- Who gave you the foal? ………………………………………………………….

4.- Where did Ricardo and Luchita live? …………………………………………………….

5.- What else happened to them? …………………………………………………………………….

READING COMPREHENSION SECOND TEXT.

1.- What is the title of the reading? ………………………………………………………..

2.- Where did the concert take place? ………………………………………………………

3.- When was it held? …………………………………………………………………..

4.- What did the program consist of? ……………………………………………………….

READING QUALITY:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

………………………………………………..………………………………………………………..

READING HABITS:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

WRITING TO COPY:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

DICTATION:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………
SPONTANEOUS WRITING:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………
 PSYCHO-PEDAGOGICAL REPORT.

NAME: ...........................................................................................................

COURSE: .............................................. AGE: ...................................................

DATE OF APPLICATION: ..........................................................................................

EXAMINER: ..................................................................................................

READING REPORT:

I.- KNOWLEDGE OF:

LETTERS: ..........................................................................................................

SYLABICS: .........................................................................................................

PHONOGRAMS: ................................................................................................

LACK OF CONSOLIDATION AT: ..........................................................................

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

II.- READING LEVEL: READING IS AT THE LEVEL OF:

LETTERS SYLLABLES WORDS PHRASES CHUNKS

III.- QUALITY OF READING:

UNINTELLIGIBLE SUB-SYLLABIC MECHANICAL HESITANT HESITATING

CURRENT EXPRESSIVE WITH ACCENTUATION WITH ACCENTUATION WITHOUT
ACCENTUATION

IV.- LEVEL OF UNDERSTANDING:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………
V.- ATTITUDE AND READING HABITS:

BEFORE READING: NEGATIVE INDIFFERENT INDIFFERENT INTERESTED

EMOTIONAL EXPRESSION: FRIGHTENED SHY DISTRUSTFUL

AGGRESSIVE DISMISSIVE IMPATIENT AGGRESSIVE
IMPATIENT
DISCOURAGED SUPER CONFIDENT

PHYSICAL EXPRESSION: HYPERACTIVE, TENSE, TIRED, TIRED

QUIET

_ READING HABITS: POINTING WITH THE FINGER BLINKS

MODULATES WORD BEFORE PRONOUNCING
LOSES THE LINE WHEN READING

VI.- SPECIFIC READING ERRORS

1.- LETTER CONFUSIONS

A.- VISUALS:

 FOR DIFFERENT SPATIAL ORIENTATION: .....................................................

 FOR SUBTLE DIFFERENCE IN SPELLING: ............................................................

B.- AUDITORY:

…………………………………………………………………………………………………………

2.- INVESTMENTS:

 LETTER ORDER: .............................................................................

 OF ORDER OF LETTERS IN SYLLABLES: ....................................................

 SYLLABLE COUNT IN WORDS: ...............................................................

3.- OMISSIONS:

 OF LETTERS IN ONE WORD: .................................................................

 INITIALS: .............................................................................................
  INTERMEDIATES: .......................................................................................

 OF SYLLABLES IN A WORD: ...............................................................

 OF WORDS IN SENTENCES: ..........................................................................

4.- AGGREGATES:

 INITIALS: ................................................................................................

 INTERMEDIATES: ..........................................................................................

 FINALS: ..................................................................................................

 SYLLABLES IN WORDS: ...........................................................................

 WORDS IN SENTENCES: .............................................................................

5.- IN CHIPS:

 CONTAMINATIONS: ..............................................................................

 DISSOCIATIONS: ...................................................................................
 WRITING REPORT

1.- HANDWRITING DEFECTS:

 LINE: RESPECTS DOES NOT RESPECT

 CONNECTION: WRONG LETTER SPACING: TO COPY

AT THE DICTATORSHIP
SPONTANEOUS

 PRESSURE: FINE COARSE, IRREGULAR STROKE

 TYPE: NARROW WIDE NORMAL

 STROKE: RIGID IRREGULAR IRREGULAR DIFFICULT NORMAL

 MIRROR WRITING OF: LETTERS NUMBERS WORDS

II.- DYSGRAPHIC DEFECTS:

1.- LETTER CONFUSIONS: VISUAL CONFUSIONS.

 DIFFERENT SPATIAL ORIENTATION: .............................................................

 FOR SUBTLE DIFFERENCE IN SPELLING: ............................................................

 AUDITORY CONFUSIONS: .........................................................................

2.-INVESTMENTS:................................................................................................

3.- OMISSIONS:...................................................................................................

4.- AGGREGATES:.................................................................................................

5.- WITH SIFTINGS: ................................................................................................................

6.- DISTORTIONS:............................................................................................
CONCLUSIONS: ................................................................................................

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

DEGREE OF DYSLEXIA: .........................................................................................

RECOMMENDATIONS: .........................................................................................

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Signature of the Examiner.
 SPECIFIC DYSLEXIA TEST ANNEX.

Student Name: ...............................................................................................

Course: ............... Educational Establishment: .........................................................

1.- Dictation writing:

1.1.- Dictation of syllables:

1.2.- Word dictation:

1.3.- Sentence Dictation:

1.4.- Paragraph dictation:

1.5.- Spontaneous writing: