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:

• Sample/potential questions to ask young children, such as “Do you have a lot of books at home?”
• Accurate calculation of chronological age before beginning an evaluation
• Potential administration errors, such as adding a schwa sound when pronouncing consonant sounds when administering the TOD-E
• The three levels of interpretation as a framework to interpret scores and score profiles and relative differences among scores
• Confidence bands (intervals) as a standardized method to reflect the confidence that the examinee’s true score falls within an identified range

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.

NANCY MATHER, PHD, is a Professor Emerita from the University of Arizona. She specializes in the areas of assessment and intervention for individuals with dyslexia. She has co-authored several books in the Essentials series, including Essentials of Dyslexia, 2nd edition, with Barbara J. Wendling. She is also a co-author of several tests, including the TOD and the Woodcock-Johnson V.

R. STEVE McCALLUM, PHD, is a Professor Emeritus of School Psychology (University of Tennessee) and a licensed psychologist. He is the author of books, journal articles, and tests focusing on assessment of cognition and the assessment–intervention link, an American Psychological Association (APA) Fellow, and recognized as an outstanding alumnus by both the University of Georgia and Georgia Southern University.

SHERRY M. BELL, PHD, is a Professor Emerita of special education and most recently Director of Literacy Initiatives at the University of Tennessee. She is a practicing psychologist, licensed by the Tennessee Health Related Boards and certified by the National Association of School Psychologists (NASP), and has authored over 70 scholarly articles focusing on literacy assessment and instruction, learning disabilities, and dyslexia.

BARBARA J. WENDLING, MA, is an educational consultant focusing on learning disabilities, including dyslexia. She has co-authored a number of publications including several books in the Essentials series, the Woodcock Interpretation and Instructional Program, and the Woodcock-Johnson V.