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For users 13 years and older. Children under 13 can use CogniFit with a parent on one of the other platforms.


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Cognitive Abilities
Internal consistency
Test-retest reliability
Divided Attention
Width of Field of View
Hand-eye Coordination
Focused Attention
Visual Scanning
Auditory Short-term Memory
Contextual Memory
Visual Short Term Memory
Short-Term Memory
Working Memory
Non-verbal Memory
Spatial Perception
Visual Perception
Auditory perception
Response Time
Processing Speed

Cognitive Assessment Battery for Dyslexia (CAB-DX)

Innovative online dyslexia test makes it possible to take a complete cognitive screening and evaluate the risk index of the presence of dyslexia with excellent reliability.

Who is it for?

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Assessment licenses can be used for any type of assessment

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Results report

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Reliability analysis of the evaluation (Only in English)Download


Cognitive assessment battery to evaluate and detect dyslexia

  • Evaluate the risk index of the presence of dyslexia
  • For children over 7, teens, and adults
  • The test lasts about 30-40 minutes

The Cognitive Assessment Battery for Dyslexia (CAB-DX) is a leading professional tool made up of a battery of clinical and validated tasks aimed at quickly detecting and assessing the presence of symptoms, traits, or poor functioning of the cognitive processes affected by dyslexia.

This innovative online dyslexia test is a scientific resource that makes it possible to take a complete cognitive screening, see cognitive strengths and weaknesses, and evaluate the risk index of the presence of dyslexia with excellent reliability. This test is perfect for children 7 years and older, teens, and adults. Any user, either professional or personal, can easily use this neuropsychological assessment battery.

The report from this assessment battery will automatically be available for download after completing the evaluation, which usually takes about 30-40 minutes.

Dyslexia is, in general, underdiagnosed. However, this learning disorder creates significant and persistent difficulties that affect linguistic abilities associated with reading and writing. A clinical history and the evaluation of different areas, especially neuropsychology, are still the most effective tools to diagnose dyslexia. This complete dyslexia test should be used to complement a professional diagnosis, and never as a substitute for a clinical consultation.

Digitalized protocol for the dyslexia assessment (CAB-DX)

This complete cognitive evaluation to detect dyslexia is made of a questionnaire and a complete battery of neuropsychological tests. It takes about 30-40 minutes to complete.

The person taking the test will complete the initial questionnaire designed to evaluate the signs and symptoms of dyslexia appropriate for the user's age. Following the questionniare, the user will complete the tasks presented as simple online games.

Diagnostic Criteria Questionnaire

A series of questions designed to detect the main diagnostic criteria and symptoms of dyslexia will be presented to the user, with questions adapting to the user's age.

Neuropsychological factors and cognitive profile

It continues with a battery of tasks designed for evaluating the main neuropsychological factors identified in the scientific literature surrounding this learning disorder, paying close attention to executive functions. The battery uses clinical scaled and validated tests adapted to each user's age.

Complete results report

After completing the dyslexia test, you will receive a detailed report, where you will see the user's risk index for dyslexia (low-medium-high), the warning signs and symptoms, cognitive profile, analysis of results, and recommendations. These results offer valuable information to identify support strategies or to bring to a specialist who can make a more precise diagnosis.

Psychometric Results

The Cognitive Assessment Battery for Dyslexia uses patented algorithms and artificial intelligence (AI), which makes it possible to analyze thousands of variable and notify users of a risk of dyslexia with very satisfactory psychometric results.

The neuropsychological cognitive report has a high reliability, consistency, and stability. The test has been validated by repeated tests and measurement processes. Transversal research designs have been followed, like the Alpha Cronbach coefficient, reaching scores of about .9. The Test-Retest tests have received scores of almost 1, which shows the high reliability and precision that this battery offers.

See validation table

Who is it for?

The Cognitive Assessment Battery for Dyslexia (CAB-DX) can be used for children 7 and older and adults who are suspected of having dyslexia.

Any professional or private user can easily use this neuropsychological battery. No special training or skills are needed to use this online professional program. It is especially designed for:

Healthcare Professionals

Precisely assess patients and access a complete report

Schools and Education Specialists

Detect which students are at-risk for dyslexia. Help prevent academic difficulties

Parents, caretakers, and individual users

Identify if your family members present a risk for dyslexia

Healthcare Professionals

CogniFit's neuropsychological assessment battery for dyslexia makes it possible for healthcare professionals to detect, diagnose, and create an appropriate dyslexia intervention. Detecting the symptoms and cognitive dysfunctions is the first step to identifying dyslexia and orienting an appropriate neuropsychological intervention. This powerful software makes it possible to manage patients, study multiple variables, and offer complete, personalized reports.

Schools and Education Specialists

This battery of neuropsychological tests makes it possible for non-specialized professionals and educators to objectively evaluate students and create complete personalized reports, which makes it possible to see strengths and weaknesses, and quickly detect the students at risk for dyslexia that may need to be diagnosed individually in order to create the appropriate intervention.

Parents, caretakers, and individual users

The dyslexia test from CogniFit is a scientific resource made of simple and attractive tasks and tests that can be taken online. It allows any person, without specialized training, to evaluate the different neuropsychological factors identified in dyslexia. The complete results system makes it possible to identify a risk for dyslexia and detail a plan of action for each case.


Using this technology-based support platform to quickly and precisely assess the presence of symptoms, weaknesses, strengths, traits, and poor functioning of the cognitive processes affected by dyslexia offers multiple benefits:


The Cognitive Assessment battery for Dyslexia (CAB-DX) is a professional resource created by specialists in learning disorders and neuropsychology. The cognitive tests in this battery have been patented and clinically validated. This leading instrument is used by the scientific community, schools, universities, families, foundations, and medical centers around the world.


Any individual or professional user (healthcare professional, teacher, etc.) can personally use this neuropsychological battery without needing special training or knowledge of neuroscience or technology. The interactive format offers a simple and effective use of the platforms.


All of the clinical tasks are presented as fun and interactive brain games, which makes it easy for everyone, especially children, to better understand and learn.


The dyslexia assessment battery offers quick and precise feedback, creating a complete system to analyze results. This makes it possible to recognize and understand the clinical symptoms, strengths, weaknesses, and risk index.


This powerful software makes it possible to analyze thousands of variables and offer specific recommendations tailored to each user.

When should you use this dyslexia test?

With this assessment battery, it's possible to reliably detect a user's risk index of dyslexia in children 7 years and older.

If you think that someone may have dyslexia, we recommend using this assessment as soon as possible in order to start the appropriate cognitive intervention. An early detection makes it possible to minimize the developmental difficulties associated with dyslexia and get started training and improving the areas affected by it.

This assessment battery for dyslexia also makes it possible for adults to understand their risk index for dyslexia. Many adults have suffered with dyslexia and reading difficulties their whole life because they were never diagnosed with this learning disorder. While these people may have an average, or even an above average, IQ, they may have had significant trouble as students. Without an early detection and the proper tools, dyslexia may affect a person's professional, social lives.

Below are some of the most characteristic symptoms of dyslexia:

Subtypes of Dyslexia
Most representative symptoms
Hyperactive-Impulsive Predominance
Writing difficulties
Reading difficulties
Difficulty planning tasks
Problems with motor coordination and spatial orientation.
Difficulties in professional and social areas

Writing difficulties

People with dyslexia often have trouble correctly processing the symbols used in writing. They have trouble spelling words and expressing ideas when writing. They may be able to understand something or someone perfectly when presented orally but have trouble taking notes in class. Children and adults with dyslexia may have irregular or illegible handwriting, and trouble when writing similar words, like "dad" and "bad".

Reading difficulties

People with dyslexia often have trouble decoding information, which is why reading is so difficult. They often read slowly and have a hard time understanding the meaning of a written text, and have trouble memorizing or storing information they've read. People with dyslexia are not usually very interested in reading due to the extra difficulty it poses.

Difficulty planning tasks

Difficulties with the development of the executive functions is one of the most recurring characteristics of dyslexia. This means that any task that requires planning may be a challenge for someone with this learning disorder. Executive functions are a set of complex cognitive skills that make it possible to plan any task and divide it into steps (analyze the task, understand what you need to do, organize, determine how long it will take to carry-out, structure the work, and assess actions and adjust them as necessary).

Problems with motor coordination and spatial orientation.

Some people with dyslexia have trouble with motor coordination and have trouble distinguishing between their right and left, up and down, in front and behind, etc. This problem may cause a certain clumsiness in daily life and may lose things more often. For example, people with dyslexia may have trouble when playing sports or riding a bike.

Difficulties in professional and social areas

The reading and writing difficulties caused by dyslexia start in childhood and become more and more apparent as academic challenges become greater. There is a close relationship between academic difficulty and dyslexia, as someone with dyslexia may be labeled a "lazy" student due to the difficulties they face. Adults with dyslexia may continue to have trouble in their professional field.

Description of the diagnostic criteria questionnaire

Dyslexia is characterized by a series of clinical signs and symptoms. These indicators can help you understand the possible presence of dyslexia, which is why the dyslexia assessment adjusts the questionnaire to adapt to each user's specific diagnostic criteria and symptoms for their age.

The questions presented here are similar to those that you may find in a diagnostic manual, questionnaire, or clinical evaluation scales. However, they have been simplified to be understood and answered by almost anyone.

Diagnostic criteria for children 7-12 years-old

It is made up of a series of simple questions that can be completed by the user him or herself, or by the professional in charge of the assessment. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble reading and writing), learning and development problems (poor academic performance), and problems with psychomotricity and skills.

Diagnostic criteria for teens 13-17 years-old

It is made up of a series of simple questions that can be completed a parent or guardian. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble understanding written text), learning and development problems (low academic performance), and problems with psychomotricity and spatial skills (poor spatial management), or problems with social relationships (frustration, low self-esteem).

Diagnostic criteria for adults

It is made up of a series of simple questions that can be completed by the user him or herself, or by the professional in charge of the assessment. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble understanding written text, poor handwriting), trouble with professional and social areas (difficulty presenting written projects or writing in public), academic history (childhood academic difficulty), spatial and temporal organization (lateralization, problems with spatial orientation).

Description of the neuropsychological factors affected by dyslexia

Alterations is some cognitive skills may be an indicator of dyslexia. A general profile of the user's cognitive skills may indicate how severe the alterations caused by dyslexia are.

Problems with reading and writing and spatial and motor skills, as well as socialization and social relationships, can be caused by deficits in different cognitive skills. These are the cognitive skills and areas assessed by the Cognitive Assessment Battery for Dyslexia (CAB-DX):

Evaluated Cognitive Domains
Cognitive Abilities


Ability to filter distractions and focus on relevant information.


8.4% above average

Divided Attention
Focused Attention

Divided Attention

Divided attention and dyslexia. Divided attention is the ability to pay attention to more than one stimuli at the same time, like listening to a teacher while writing notes. People that have alterations in divided attention use more cognitive resources when doing two or more tasks simultaneously, which would make it difficult to listen to a lecture and take notes.

743Your Score


Focused Attention

Focused attention and dyslexia. Focused attention is the ability to focus attention on a target stimulus, regardless of the duration. You might use focused attention when listening in class or reading a book. When you get distracted, it increases the probability of missing important information, which may affect comprehension and learning. Children and adults with dyslexia may have difficulties paying attention to present stimuli

477Your Score



Ability to retain or manipulate new information and recover memories from the past.


8.2% above average

Short-Term Memory
Visual Short Term Memory
Working Memory

Short-Term Memory

Short-term memory and dyslexia. People with dyslexia may have alterations in this cognitive skill. Short-term memory is the ability to hold onto a small bit of information over a short period of time, like when remembering the beginning of a sentence to understand the entire phrase. Problems with short-term memory may impede one’s ability to understand what is being said, as the information isn’t processed correctly.

464Your Score


Visual Short Term Memory

Visual short-term memory and dyslexia. Visual short-term memory is the ability to retain a small amount of visual information over a short period of time, like letters, words, etc. A problem in visual short-term memory may prevent one from understanding written text, as it would be difficult to remember the beginning of a sentence.

676Your Score


Working Memory

Working memory and dyslexia. It’s important to keep in mind that an alteration in working memory may be a strong indicator of dyslexia. Working memory is the ability to retain and use the information necessary to complete complex cognitive tasks, like language comprehension, learning, or reasoning. A deficit in working memory may imply difficulties when understand written or spoken language.

621Your Score



Ability to efficiently carry-out precise and organized movements.


7.8% above average

Response Time

Response Time

Response time and dyslexia. Response time is the ability to perceive, process, and respond to a simple stimulus, like quickly and efficiently answering a specific question. People with slow reaction time often have more trouble writing quickly and fluidly.

748Your Score



Ability to interpret the stimuli from one's surroundings.


7.5% above average

Visual Scanning

Visual Scanning

Visual scanning and dyslexia. Visual scanning is the ability to actively and efficiently look for relevant stimuli in one’s surroundings using sight, like detecting punctuation and letters when reading. Poor visual scanning may interfere with the detection of the distinctive traits of different letters (b-d, for example), affecting comprehension.

584Your Score



Ability to efficiently use (organize, relate, etc.) acquired information.


8.1% above average

Processing Speed


Planning and dyslexia. Planning is the ability to mentally organize the best way to reach a specific future goal, like when you think about how to tell a story to your friends later. People with poor planning may have more trouble planning speeches, written text, or the ideas that they read.

521Your Score


Processing Speed

Cognitive processing speed and dyslexia. Processing speed is the ability to process information quickly and automatically. People with alterations in processing speed take longer to understand what they read and what they want to write or explain. Slow auditory and verbal processing may cause problems when decoding letters, words, and sentences.

528Your Score



Ability to understand and express verbal information (spoken, written, etc.).


8.4% above average



Naming and dyslexia. Naming is the ability to access a word from your vocabulary in order to name a certain concept, like when you’re easily able to remember the name of your street. An alteration in naming may cause people to use “filler words” or cause problems with reading comprehension.

652Your Score


Evaluation tasks

This multi-dimensional scientific resource uses multiple evaluation tasks. Here you can see examples:

Decoding Test VIPER-NAM

This evaluation task integrates notions of the classic Korkman, Kirk and Kemp test of 1998 (NEPSY). It measures the naming capacity, response time and processing speed, measuring the number of cognitive resources that the user allocates to the exercise of decoding, recognizing and understanding stimuli in an efficient way.

Programming Test VIPER-PLAN

This task is based on the classic Tower of London (TOL) and Hooper Visual Organization Task (VOT) by Hooper (1983) tests. It will help observe how the person organizes and plans an action. In order to do this, the user must be adaptable, flexible, and be able to anticipate. It evaluates the success rate of the user when planning an action to achieve a goal.

Sequencing Test WOM-ASM

The Sequencing Test WOM-ASM was based on Conners' classic test (CPT) and the Wecshler Memory Scale (WMS) test of direct and indirect digits. Using these tests, we are able to observe the temporary storage capacity and, above all, the capacity to manipulate information to perform higher cognitive tasks, such as language comprehension or reasoning.

Concentration Test VISMEN-PLAN

This evaluation task is inspired by the Wechsler Memory Scale (WMS) direct and indirect digits test, the classic Memory Malingering Test (TOMM) and the classic Tower of London Test (TOL), allowing to measure planning capacity, visual memory, short-term memory, response time, working memory and processing speed, among others.

The brain and dyslexia

Dyslexia affects 10% of the global population, affecting people’s ability to read, write, and easily decode the written alphabet in general. There are about 700 million adults and children with this learning disorder, and luckily, technological advances in neuro-imaging have made it possible to understand more about the brain and dyslexia than ever before. Some of the brain structures affected by this language learning disorder are:

1 Angular gyrus and supramarginal gyrus

These are made up of a multimodal associative area located in the temporal-parietal lobe that received auditory, visual, and somatosensory information. In these regions, the neurons are specifically oriented to process the phonological and semantic aspects of language, which makes it possible to identify and categorize words.

2 Wernicke’s Area

It is located behind the primary auditory cortex, near the beginning of the lateral ridge in the left hemisphere. This area is part of the associative cortex, and makes it possible to give meaning to the things that you hear or see.

3 Broca's Area

Located in the left inferior frontal gyrus, it plays a role in the articulation of words, both internally and externally, which participated in the processing of words in short-term memory.

4 Frontal Lobe

This is where the structuring of both written and spoken thoughts, words, and language takes place.

5 Primary Auditory Cortex

Registers and processes all of the sounds that we receive, including phonemes, words, and sentences.

Customer Service

If you have any questions about CogniFit Personalized Brain Training data performance, management or interpretation, you can contact us immediately. Our team of professionals will answer your questions and help you with everything you need.

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References: Shatil E (2013). Does combined cognitive training and physical activity training enhance cognitive abilities more than either alone? A four-condition randomized controlled trial among healthy older adults. Front. Aging Neurosci. 5:8. doi: 10.3389/fnagi.2013.00008.Korczyn AD, Peretz C, Aharonson V, et al. - Computer based cognitive training with CogniFit improved cognitive performance above the effect of classic computer games: prospective, randomized, double blind intervention study in the elderly. Alzheimer's & Dementia: The Journal of the Alzheimer's Association 2007; 3(3):S171. Shatil E, Korczyn AD, Peretz C, et al. - Improving cognitive performance in elderly subjects using computerized cognitive training - Alzheimer's & Dementia: The Journal of the Alzheimer's Association 2008; 4(4):T492, Lubrini, G., Periáñez, J.A., & Ríos-Lago, M. (2009). Introducción a la estimulación cognitiva y la rehabilitación neuropsicológica. En Estimulación cognitiva y rehabilitación neuropsicológica (p.13). Rambla del Poblenou 156, 08018 Barcelona: Editorial UOC.cuatro (4): T492. Verghese J, J Mahoney, Ambrosio AF, Wang C, Holtzer R. - Efecto de la rehabilitación cognitiva en la marcha en personas mayores sedentarias - J Gerontol A Biol Sci Med Sci. 2010 Dec;65(12):1338-43. Evelyn Shatil, Jaroslava Mikulecká, Francesco Bellotti, Vladimír Burěs - Novel Television-Based Cognitive Training Improves Working Memory and Executive Function - PLoS ONE July 03, 2014. 10.1371/journal.pone.0101472. Gard T, Hölzel BK, Lazar SW. The potential effects of meditation on age-related cognitive decline: a systematic review. Ann N Y Acad Sci. 2014 Jan; 1307:89-103. doi: 10.1111/nyas.12348. 2. Voss MW et al. Plasticity of brain networks in a randomized intervention trial of exercise training in older adults. Front Aging Neurosci. 2010 Aug 26;2. pii: 32. doi: 10.3389/fnagi.2010.00032.


31 reviews

This product has more than 1.659.853 users worldwide.

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Anna S


Very complete. I got my report in less than 20 minutes!



It's a fair price for what you get in return. I got a 15-page report and was able to see my risk index (and understood everything). The only downside would be that it claims to not be a "official" diagnosis and told me to see a specialist.



I got here by reading an article about dyslexia in adults and realized that there were a lot of things that sounded like me. Turns out that I have a high risk for dyslexia. Glad I found out now!



I got what I expected. Reasonable price and my questions were answered quickly.



It took me longer than expected (questions and the cognitive part), but finished in about 30 minutes. One of the parts of the report wasn't clear, but they were able to answer my questions.



Really happy with the outcome. I was able to print the results (after a few issues), and it looks like my son will get the help he needs! In this case, it was definitely worth it.

Teacher C


Professional tools. Very helpful. We've used the dyslexia, ADHD, and dyscalculia tests with our students and found some results that have made it possible to help the help they've needed. Thanks for the great tool!



I was happily surprised by how professional it all looked. My little girl (7) was able to take it and she was much more engaged than when she took a different test of the same sort.

NeuroClinic Account


We would have liked to see more in-depth results personalized to our patients, but it was very helpful to see the specific areas that were damaged in each of our patients. Easily downloaded reports.

J Perez


Five stars

Wildwood School


I've been using CogniFit with my students and find it helpful to identify problems and make the necessary adjustments. The prices are straightforward and there are no hidden or extra fees.



I was happy with the test overall, but there were some problems, mainly with the questionnaire questions, that I didn't like. I sent a message to the support team and it looks like they've sorted it out.



I guess I don't have dyslexia but still got bad scores in visual memory and naming. Need to keep working.



I found this test in a scientific article



My kids took this test and I thought it was a little advanced for them. I had to sit down with them and help answer their questions.



Worth the money



It was a little hard to use at first, but I was finally able to take the test and download my scores. I thought it would be a little easier to use and not take as long (almost 40 minutes). Service was great, though.

NeuroPsych Lab


I've been using this with my patients. Easy to use and more comfortable than written tests.



Easy and professional service

Green HS


After some initial growing pains, it was a great tool to use with my students to see their risk for dyslexia

Daily HS


This has helped a few of my students get back on track with their academics






Some games didn't work and I wasn't able to do them again.



I'm not sure I agree with the risk index they gave me, but I'll follow up with my doctor.



Simple, easy-to-use, and comprehensive



I've been using these assessments with my patients, but I would like to have the option for them to take it right from my account rather than having to open a different one for them.



Problem resolved



Great tool

Central Medical Center


I would recommend this test for dyslexia because it's been a great addition to our practice. I look forward to seeing how my patients respond to these tools.



It's been a great tool for my kids!



While I enjoyed the platform, there are many children who couldn't take the test because they didn't have internet or because their computer didn't meet the system requirements.

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