The QuickScreen Guide – section 4 Trouble shooting – email assigned test gives a clear instruction on what to do in several

situations pages 12-15 includes correcting or adding names, non- receipt of emails and re-setting the password.

When organisations register to use the test with their staff and employees, or universities with their staff and students, it has always been recommended that this is done under the overall supervision of a dyslexia trained assessor with whom they will be able to consult if need be and put together a training programme and where appropriate. Our company also has the expertise of our lead dyslexia consultant who is always available to be contacted with any queries arising regarding the test content or any individual result.

Occasionally there may be an apparent anomaly which Pico Education is ready to help address and clarify and this is carried out with full regard to the privacy policy. Since the test is fully online then there will be the odd occasion when something goes wrong, but generally speaking thousands of adults are getting access to the test together with its detailed report and recommendations.

Quickscreen for organisations combines the cost effectiveness of computer generated screening with the benefit of comments from the study support tutor. It therefore combines the mechanics of testing with the specialist’s experience and personal interaction with the candidate. As an agreed document, it is then signed off by the tutor to ensure a monitored, balanced and professional report.

The report which you get from QS dyslexia testing for adults will be detailed and very practical – similar to what a specialist tutor would compile. It is clearly set out, comprehensive and, where required, will give you suggestions for how to build on existing skills with specific recommendations for future action. This is followed by bar graphs showing your results in all the items and gives you three conclusions:

● The first is whether there are any indicators of dyslexia and this is qualified by giving the reasons why this conclusion has been reached
● The second is overall literacy skills level in relation to the candidate’s other results, so they are given a reference point based on their own general performance
● The third is overall speed of processing throughout a variety of tasks when using both language and symbols, which once again is measured against the candidate’s own level of performance in the other tasks.

Once the candidate knows the level of dyslexia they can be supported to plan strategies to utilise strengths and find ways of dealing and managing the problem areas. This can be done more effectively with the information provided in the detailed report, so that relevant aids to learning can be suggested, such as spelling programmes, scanner pens, reading techniques etc. Furthermore, having an understanding of the candidate’s speed of processing will allow them to focus on selecting the right allocation of time, concentration and working environment to get the best results.

Whilst our test cannot be compared to a one-to-one assessment it certainly has some additional features which in our opinion are very relevant to adult dyslexia testing.

Whilst in standard assessments a single word spelling test will be administered – we do also provide this information but in a different way. The dictation task ( part of the Processing Skills test) has a 40 word graded spelling test embedded within the passage and this is the basis of the spelling score. However, the words are presented using a method of testing ‘spontaneous spelling’ which research has found to be a more authentic way to test a dyslexic adult’s spelling ability by replicating spelling as a natural component of writing meaningful sentences rather than a single word spelling test. We consider this provides a more meaningful picture of the candidate’s spelling performance.

Furthermore, the test also has a built-in speed of processing component – in that the candidate’s speed of function throughout a number of the test items is calculated. Research has shown this to be highly relevant in predicting an individual’s ability to cope with the volume of information they need to process in order to work or study effectively.

A person can be a slow processor and not be dyslexic, equally if some has dyslexia as well as being slow in processing information then our research together with clinical observation over a number of years confirms that the support required will be far greater than in the case of a person with dyslexia but with speed of processing skills within the average range. (See research section)

A number of clients have asked us if we can confirm if QuickScreen is a screener and not to be considered as a diagnostic test (albeit it has correlations with diagnostic tests) to receive reasonable adjustments for national examination and assessment processes. Our staff have to provide evidence and we are trying to identify whether or not QuickScreen would meet the needs of our professional body’.

Our response is that Quickscreen is not to be taken as a final diagnosis in the same way as it would be provided after a one-to-one assessment with an educational psychologist, or certified dyslexia tutor.

However, because QuickScreen provides accurate guidance for the assessor when considering workplace adjustments as part of their workplace needs assessment, it can have a definite and valuable role to play in the process.

QuickScreen is verified and proven, we regularly undergo independent research. Our latest statistical survey, confirms findings from previous years again, regarding the strong association between the QuickScreen dyslexia test and an independent dyslexia assessment.

At present no computer assessments are acceptable to the Joint Council for Qualifications. However, QS dyslexia testing for adults will give a good indication of any difficulties such as dyslexia.

The report, upon completion of the test, is detailed and practical. The scores and reports can be used in research by colleges/organisations and be submitted as relevant background information when compiling statements of need.

Yes, the report in part or total can be shared with consent. It is used in full within the public sector organisations and it tends to be used (sometimes without the table of results) in some schools and colleges.

Equally, the front and the last page and table of results can be used as a summary report.

QuickScreen is intended for anyone who is experiencing difficulties with aspects of literacy and processing. However, if someone is dyslexic, but is effectively using strategies and achieving high levels of literacy attainment, through ability, performance, a positive attitude and thorough application there are still likely to be some aspects of the test which will present even well compensated adults with a challenge and this test will identify those dyslexic characteristics that are often not possible to disguise.

For example, speed of function cannot be artificially altered, and memory and sequencing skills, together with fluency in reading can all be improved but the test will flag up if these specific areas are still at variance with the candidate’s own overall ability. A highly proficient candidate with residual dyslexia will very likely get a borderline or compensated result on the test.

All the test items are fully explained and have video instructions, which it is advisable to watch. Also each test starts with a couple of practice items.

The literacy section (part of the Processing Skills test) is geared to also cater for those who have more severe difficulties, so that they can carry out the practice item in full, they can re-do it if need be and if they cannot cope with the main dictation then their report will still offer them feedback at an intermediate level.

If someone is anxious about doing the test it would be helpful to have an adult in the room with them for a bit of support. It is at times a positive for the candidate when they find that there are certain tasks which they might be better at than they anticipated. In some cases it would probably be preferable to have a personal interview and test with an assessor rather than working online, but some people actually are more at ease with an online test.

The QS test is not recommended for anyone who is struggling at a basic level of literacy. Ideally candidates need to have the equivalent of a good GCSE level of proficiency in English.

It can, however, be taken by candidates whose first language is not English. Things particularly to look out for would be, lack of fluency in vocabulary and verbal reasoning, and in such cases the slow processing and/or slow reading levels may be more likely due to language difficulties than to dyslexia.

However, the QS test can still be used to identify dyslexia in the cases where even without good literacy levels or fluency in English, low scores on two key tests – namely memory and sequencing – would often provide an indicator of dyslexia. Equally, the visual skills test, which is not dependent on fluency in English will flag up particular strengths or
difficulties in visual and analytical skills – a key component in ability. So where the vocabulary or verbal reasoning may be deflated by English language difficulties, visual skills can provide an indicator of ability.

This, however, does not provide a full picture of ability – particularly in cases where the individual may happen not to be good at solving visual puzzles.

Since this is a computer based screening test and not a diagnostic assessment, such as one that is administered by a specialist tutor or educational psychologist, we do not issue a user manual detailing the psychometric properties of the tests.

There is much research that has been carried out by Pico Education, by organisations themselves who use the products.

The original basis of the tests were developed under the auspices of a PhD (at Leicester University) and government funded project (at Kingston University) and overseen by a committee of dyslexia specialists. Some of the key dyslexia tests have been correlated with other diagnostic tests and are well established.

All the background research is documented and available on our website. The most recent statistical study (2020-2021) confirms a strong correlation with independent dyslexia assessments.

The rationale for the screener and the individual tests are all documented in the completed PhD Thesis entitled ‘Dyslexia in Higher Education’ which is available in the online library of Leicester University here.

There have been many studies carried out over the years and the participants drawn from a wide range of adults (aged 17-55+) from a number of universities, FE colleges, 6th form colleges, public sector organisations and general members of the public therefore a fairly wide range of age, gender, ethnicity and levels of education.

The test is regularly upgraded and subject of statistical surveys. We have a statistical study that has just been completed (May 2021) which aims to provide an overall accuracy rate for the test, together with a cut- off percentage to be used as a guideline – between dyslexia and non- dyslexia profiles. The overall accuracy for QS as a dyslexia screener has been recorded at 93%.

There has been a lot of increased public awareness over the years about dyslexia, as well as a focus on the positive aspects of dyslexia so that the earlier stigma (of simply dismissing people with dyslexia as being somehow to blame for their difficulties – not working hard enough etc) might be alleviated. This has all been welcome – however the BDA recently acknowledged that 40 years after first indicating that pupils were slipping through the net, to the current day where exactly the same situation is still the case, with a similar number of children still being let down by the education system. In our view there is a definite role and value in the availability of a screening test.