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DYSMATE-A
dyslexia marker test for adults

Many adults struggle with reading and writing but are unaware that they have dyslexia. The Dysmate-A screening test is a quick and reliable tool for identifying dyslexia. The test takes around 30 minutes and it is suitable for remote testing of individuals or groups.The Dysmate-A consists of a screening test and a follow-up test. Individuals who are flagged by the screening test should be assessed further using the follow-up test.

The screening test consists of six sub-tests

  • Spelling-to-dictation
  • Nonsense-words
  • Reading test
  • Vocabulary
  • Writing speed 
  • The word chain test

 

The follow-up test consists of four sub-tests: 

  • Working memory
  • Rapid automatised naming (RAN)
  • 1-minute reading test
  • Spoonerism

The evidence clearly demonstrates that Dysmate-A meets the highest international standards for reliability and validity. 

To learn more about the test’s measurement properties, see our animated video or read our published papers.

DYSMATE-C
dyslexia marker test for children

It is critical to identify children at risk for dyslexia as early as possible. A growing body of research demonstrates that children who receive appropriate support in Years 1 and 2 make twice the gains of those receiving the same support in Year 3. This benefit persists and children who receive early support continue to outperform those who receive it later. The Dysmate-C screening test for children is conducted face to face, using a computer or tablet.
The test consists of several sub-tests, depending on the age of the child being tested.
  • Letter knowledge
  • Phoneme isolation
  • Working memory
  • Rapid automatised naming (RAN)
  • Phoneme deletion
  • 1-minute reading test
  • Spelling
We intend to publish the results from the standardisation and validation studies of the Dysmate screening test for children in international peer-reviewed journals.

DYSMATE-Y
Dyslexia marker test for youths

Many adolescents with dyslexia are missed due to a lack of robust testing procedures and norm-referenced screening tools. In addition, misconceptions persist around the idea that children somehow grow out of dyslexia as they reach their teenage years. 

The Dysmate-Y test quickly and reliably identifies adolescents at risk of dyslexia, so that appropriate help and support can be provided.  

The Dysmate-Y test for adolescents is similar to the Dysmate-A test for adults. The screening and the follow-up tests consist of the same sub-tests, but contain different items appropriate to the age group.   

BACKGROUND TO THE DYSMATE TESTS

The Dysmate tests were originally developed for The Tromsø Longitudinal Study of Dyslexia. The tests have since been developed further and standardised across different age groups. You can read more about the development process here.

ACKNOWLEDGEMENTS

We would like to thank cooperating schools, the participants in The Tromsø Longitudinal study of Dyslexia (Dysleksistudien i Tromsø) and PPT Tromsø for help with the comprehensive standardization study with a representative sample of over 2000 students from all parts of Norway.

Participants:

 

  • Tromsdalen skole
  • Rå ungdomsskole 
  • Lunde skole
  • Kuventræ skule
  • Foldnes skole
  • Holviga barneskole
  • Trollvik skole
  • Sandeåsen skole
  • Sjetne skole
  • Mortensnes skole
  • Silsand barneskole
  • Trollstua Barnehage
  • Smestad skole
  • Hagaløkka skole
  • PPT Tromsø
  • PPT Andøy
  • PPT Oppdal
  • PPT Røros og Holtålen
  • PPT Tønsberg
  • Gressvik ungdomsskole
  • Rakkestad ungdomsskole
  • Ve ungdomsskole
  • Telemark toppidrett ungdomsskole
  • Ulstein ungdomsskole
  • Kvaløya videregående skole
  • Sandefjord videregående skole

  • Mosjøen FUS Barnehage

  • Sando Barnehage

  • Polarreven friluftsbarnehage

  • Vesterhuset Barnehage

  • Kviteseid barnehage

  • Sauland Barnehage

  • Saggrenda barnehage

  • Åsen barnehage

  • Breidokk barnehage

  • Maribo barnehage

Contributing teachers:

  • Veronika Pedersen og alle
    involverte lærere ved Tromsdalen skole
  • Silje Johnsen
  • Inger-Kathrine Brønstad
  • Anne Birthe Bjorøy
  • Heidi Haugsand Storsve
  • Toril Kvalheim
  • Kaia Halland
  • Liss Guddingsmo
  • Ulf Nystuen
  • Judith Eileraas
  • Trine Kvalvaag Halvorsen
  • Hilde Kristiansen
  • Anita Simonsen
  • Sølvi Grønning Riise
  • Kristin Hofsøy
  • Tuva Nergård Nilssen
  • Erika Nergård Nilssen
  • Tore Teigen
  • Guro Kleven Rauø

 

  • Synnøve Wilhelmsen
  • Tanja Sæbø
  • Ann Helen Aabogen Haugaard
  • Trude Botn
  • Turid Alise Lindset
  • Veronika Pedersen og alle
    involverte lærere ved Tromsdalen skole
  • Tonje Anett Bergtun
  • Ingrid Aas
  • Trine Aakermann
  • Silje Johnsen
  • Inger-Kathrine Brønstad
  • Anne Birthe Bjorøy
  • Heidi Haugsand Storsve
  • Toril Kvalheim
  • Kaia Halland
  • Liss Guddingsmo
  • Ulf Nystuen
  • Judith Eileraas
  • Trine Kvalvaag Halvorsen
  • Hilde Kristiansen
  • Anita Simonsen
  • Sølvi Grønning Riise
  • Kristin Hofsøy
  • Tuva Nergård Nilssen
  • Erika Nergård Nilssen
  • Tore Teigen
  • Guro Kleven Rauø
  • Hanne Skjølsvold
  • Siw Jacobsen
  • Anne-Lise Engvik
  • Signy Thorsvoll
  • Trine Kjosnes
  • Martin Sørensen
  • Mariann Sørholt Janssen
  • Anlaug Skogen Sulutvedt
  • Synnøve Wilhelmsen
  • Tanja Sæbø
  • Ann Helen Aabogen Haugaard
  • Trude Botn
  • Turid Alise Lindset
  • Gro Kristiansen
  • Lisbeth Sørå
  • Marit Sollien Høgberg
  • Gunn Toril Granmo
  • Hege Haugan
  • Barabara Ryl-Kozlowska
  • Lisa Nordseth
  • Karianne H. Skårdal
  • Thea Staal Larsen
  • Marte Rye Holmboe
  • Silje Rasmussen Nyborg
  • Trine Kjosnes
  • Martin Sørensen
  • Mariann Sørholt Janssen
  • Anlaug Skogen Sulutvedt
  • Hanne Skjølsvold
  • Siw Jacobsen
  • Anne-Lise Engvik
  • Signy Thorsvoll

We would also like to thank Innovation Norway, the Research Council of Norway, Lenvik (now Senja) Municipality and Tromsø Municipality.

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