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Dyslexia Test

Online Neuropsychological Assessment Battery- Instrument to help in the detection and diagnosis of dyslexia (CAB-DX)

  • Neuropsychological assessment for dyslexia

  • Exhaustively explore the brain functions related to dyslexia.

  • Exhaustively explore the brain functions related to dyslexia.


The Cognitive Assessment Battery for Dyslexia (CAB-DX) from CogniFit was designed to help assist health professionals in the detection, diagnosis, and intervention of dyslexia. This online dyslexia test [1] is a tool that allows for a comprehensive cognitive screening of the patient. Sophisticated algorithms assess the user and provide an automated report. This report includes the results gathered by each subject in relation to the deterioration level of the cognitive skills that may be affected by dyslexia.

CogniFit's cognitive assessment for dyslexia is made up of various blocks of tasks. Each task assesses different cognitive abilities affected by dyslexia.

  • Memory area: Working memory, short-term memory, naming, and visual short-term memory.
  • Attention area: Divided attention and focus.
  • Perception area: Visual scanning.
  • Coordination area response time.
  • Reasoning area: Planning and processing speed.

Battery of tasks and tests for cognitive assessment for people with dyslexia

Sequencing Test WOM-ASM

Recognition Test WOM-REST

Concentration Test VISMEM-PLAN

Decoding Test VIPER-NAM

Identification Test COM-NAM

SimultaneityTest DIAT-SHIF

Programming Test VIPER-PLAN


Evaluation process

  • Duration: This battery will take no more than 15-20 minutes
  • Points: Automated.
  • Target users: Children (6+) and adults.

Assessed neuropsychological areas and their relation to dyslexia

Scientific Documentation: Validated battery of tests

This instrument was designed by using the most recent investigations in the field, receiving satisfactory psychometric properties.

The validity of the tasks used for detecting cognitive impairment in dyslexia has been proven in scientific literature. The tasks are also scientifically validated for their use in clinical samples and scientific controls. They maintain an excellent reliability through repeated testing and cross research designs, such as the coefficient Cronbach's Alpha, reaching results of about 0.9. Studies support that CogniFit improves results after 24 training sessions..

Based on the pathology, one or more of the person's cognitive processes will be affected. With dyslexia, the cognitive abilities that may be affected are assessed based on the following areas.

MEMORY Memory has been linked to dyslexia in many studies. It is made up of a number of areas, although some are more affected than others.

Operative or Working Memory and Dyslexia

Working memory is closely linked to dyslexia as there is a significant relationship between working memory and learning [3]. We need working memory to construct academic concepts, understand a text when it is read for the first time, quickly and easily respond to questions, and follow directions. [4]

Short-Term Memory and Dyslexia

Short-term memory is necessary for day-to-day life. People with reading-writing difficulties, like dyslexia, have short-term memory problems. During a reading or writing task, they dedicate all of their energy in decoding words and cannot allocate mental resources to other tasks like concentration, which is important for remembering stimuli over a short period of time. [5]

Naming and Dyslexia

Naming is a basic mental ability. When we see an object, we explore our memory until we find what it means. This process is immediate. However, it is important to have the right storage to be able to remember and recover this information when it is needed, integrate new words easily into our vocabulary, use the proper verbal tense, and know how to make sense of any situation. Those with dyslexia have trouble when recovering a word from their storage because there is a deficit in each of the skills necessary to carry out this action. [6]

Visual Memory and Dyslexia

Visual memory is a precedent of learning to read. Visual-spelling recognition implies the subject's ability to store the configuration of letters, syllables, and words. It has also been shown that visual memory is related to reading speed, study methods, and concentration. These are the areas that those with dyslexia have the most problems with, which is why it is so important to train.

ATTENTION There are diverse functions in attention that may imply the activity of different brain regions specialized in this purpose and organized into a system, but only some of these will be affected by dyslexia.

Divided Attention and Dyslexia

There is a clear association between learning problems and attention problems. With dyslexia, you can see when attention deficit is related to concentration problems. When we read or write, we need to attend to two channels at the simultaneously: search for the word that we want to write or read, and optimally write words and understand the words we read in a text. Both actions require dual focus and divided attention. However, for those who suffer from dyslexia, this is more difficult and requires more effort. In order to improve divided attention, you need to train yourself to be able to perform tasks at the same time and plan for the next steps. [8]

Focus and Dyslexia

Focus or concentration is very important in the learning process, especially when learning new concepts. Distractions are common in people with dyslexia. This can be attributed to lack of focus or concentration during activities or exercises.

PERCEPTION This cognitive index ability helps remember words as a whole and uses some areas that may be involved in dyslexia.

Visual Scanning and Dyslexia

The ability to find what you are looking for out of many irrelevant stimuli requires the help of visual scanning. In order to learn how to read, it is necessary to do a previous scan of the words to be able to process the information. For someone with dyslexia, it is the initial scanning of a text that creates the most problems. [9]

COORDINATION According to statistics, some people with dyslexia have motor coordination difficulties. Poor fine motor skills, for example, can cause bad handwriting, laterality problems, or inability to perform certain movements. While this is just one example, there are also other skills related to coordination that are affected by dyslexia.

Response Time and Dyslexia

As previously mentioned, people with dyslexia have difficulties when processing information and responding to said information. This is why response time in these cases will be affected, as they need more time to process and decode. The sooner you process a stimulus, the sooner you can respond.

REASONING Reasoning is known as the ability to relate ideas or concepts and create a conclusion based on an explanation. Those who suffer from dyslexia do not have a reasoning impairment, but they use other, less common ways to come to a conclusion. In other words, the way they are able to arrive to a conclusion, like writing a sentence or reading a text, is different than how other people may do it.

Planning and Dyslexia

It is essential to plan the desired outcome of an action in order to properly carry it out. The mere action of thinking in the future implies determined brain areas that help to successfully complete an action. Order, concentration, and memory are important abilities for proper planning. With dyslexia, there are concentration problems, memory problems, and perhaps disorder. It is unlikely that they have the ability to anticipate the future and plan for an action. [11]

Processing Speed and Dyslexia

Problems like speed when naming objects or receiving information and decoding requires the proper cognition, called processing speed. Slow cognitive processing is related to poor academic performance, as well as dyslexia. Poor reading and writing, like with dyslexia, are based on processing speed. [4][5]

Scientific Documentation

CogniFit's tasks use visual and auditory stimulation to guarantee a simple assessment that is adapted to the user. Within the CogniFit platform, there is also a cognitive rehabilitation tool for dyslexia.

The CogniFit tools cover a number of individual tasks, each one designed to evaluate a specific cognitive ability. The set of tasks form part of a battery of tests that create a comprehensive assessment of the user's cognitive level. The CogniFit team is able to offer advice to recommend the most appropriate evaluation for each person.

It has been shown that to have an effective brain assessment for each individual, the assessment must be personalized for each user. The assessment system for dyslexia ensures the efficiency through the supervision of the user's results and adjusts in real time.

This evaluation process providesmany advantages. It is based on a cognitive assessment model that researches the presence of symptoms in dyslexia. The presence of symptoms is a solid argument for creating a diagnosis in relation to dyslexia, independent from the type of dyslexia. It is a method based on scientific evidence and validated by both healthy populations and populations with some pathology. The cognitive assessment for dyslexia will produce a score for the deficit degree in different assessment areas, which allows us to obtain and track the cognitive level of the patient. The final objective of this assessment is to provide the professional with the best quantitative information presented in graphs, in order to allow them to look at the results and make a diagnosis.


[1] Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.

[2] Horowitz-Kraus T, Breznitz Z. - Can the error detection mechanism benefit from training the working memory? A comparison between dyslexics and controls- an ERP study - PLoS ONE 2009; 4:7141.

[3] 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

[4] Conners, C. K. (1989). Manual for Conners’ rating scales. North Tonawanda, NY: Multi-Health Systems.

[5] Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology: Interdisciplinary and Applied, 19(1), 87-95

[6] Korkman, M., Kirk, U., & Kemp, S (1998). NEPSY: A developmental neuropsychological assessment. Psychological Corporation. Korkman, M., Kirk, U., & Kemp, S (1998). Manual for the NEPSY. San Antonio, TX: Psychological corporation.

[7] Tombaugh, T. N. (1996). Test of memory malingering: TOMM. North Tonawanda, NY: Multi-Health Systems.

[8] Stroop, J. R (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643.

[9] Hooper, E. H. (1983). Hooper visual organization test (VOT).

[10] Greenberg, L. M., Kindschi, C. L., & Corman, C. L. (1996). TOVA test of variables of attention: clinical guide. St. Paul, MN: TOVA Research Foundation.

[11] Shallice, T (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209.

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