Bangor Dyslexia Test

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Bangor Dyslexia Test

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About Bangor Dyslexia Test

Scale Name

Bangor Dyslexia Test

Author Details

Professor T.R. Miles

Translation Availability

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Bangor Dyslexia Test
Bangor Dyslexia Test

Background/Description

Professor T.R. Miles was a British educational psychologist and dyslexia researcher who worked at the University of Bangor in Wales. He was a pioneer in the field of dyslexia research, and he developed the Bangor Dyslexia Test (BDT) in the early 1980s as a way to identify individuals who are at risk for dyslexia.

Miles believed that dyslexia is a complex disorder that is caused by a combination of genetic and environmental factors. He also believed that dyslexia is characterized by a distinctive pattern of cognitive strengths and weaknesses, including difficulties with phonological processing, rapid naming, and working memory.

The BDT was developed to assess these specific cognitive skills. It is a standardized test that can be administered to individuals aged 5 to 16 years old. The BDT is a relatively quick and easy test to administer, and it provides a reliable and valid measure of dyslexia risk.

The BDT is a widely used dyslexia screening test. It is designed to identify individuals who are at risk for dyslexia by assessing their skills in phonological awareness, rapid naming, working memory, and visual processing.

The BDT consists of 10 subtests:

  • Phonemic awareness: the ability to identify and manipulate the sounds in words
  • Rapid naming: the ability to quickly name objects or letters
  • Working memory: the ability to hold information in mind for a short period of time
  • Visual processing: the ability to process visual information quickly and accurately

The BDT is scored by adding up the number of correct responses on each subtest. The higher the score, the better the individual’s performance on that subtest. A low overall score on the BDT may indicate that the individual is at risk for dyslexia.

It is important to note that the BDT is not a diagnostic test for dyslexia. A diagnosis of dyslexia can only be made by a qualified professional, such as a psychologist or educational diagnostician. However, the BDT can be a useful tool for identifying individuals who may need further assessment for dyslexia.

Administration, Scoring and Interpretation

The BDT is typically administered by a qualified professional, such as a psychologist, educational diagnostician, or special education teacher. The test administrator will give the child or adolescent clear instructions for each subtest and record their responses.

The BDT is a relatively quick and easy test to administer, typically taking about 30-45 minutes to complete. The test administrator will then score the test and interpret the results.

The results of the BDT can be used to identify individuals who are at risk for dyslexia. A low overall score on the BDT may indicate that the individual is at risk for dyslexia. However, it is important to note that the BDT is not a diagnostic test for dyslexia. A diagnosis of dyslexia can only be made by a qualified professional after a comprehensive assessment.

Here are some general tips for administering the BDT:

  • Create a quiet and comfortable testing environment.
  • Make sure that the child or adolescent understands the instructions for each subtest.
  • Be patient and encouraging during the test.
  • Take breaks if the child or adolescent needs them.
  • Record the child’s or adolescent’s responses accurately.

Reliability and Validity

The Bangor Dyslexia Test (BDT) is a widely used dyslexia screening test that has been shown to be reliable and valid.

Reliability refers to the consistency of a test. A reliable test will produce similar results when administered to the same individual on different occasions.

The BDT has been shown to be a reliable test in a number of studies. For example, one study found that the BDT had a high internal consistency reliability (Cronbach’s alpha = .89), which means that the subtests of the BDT are highly correlated with each other. Another study found that the BDT had a high test-retest reliability (r = .92), which means that the BDT produces similar results when administered to the same individual on two different occasions.

Validity refers to the extent to which a test measures what it is intended to measure. In the case of the BDT, this means that the BDT should be able to accurately identify individuals who are at risk for dyslexia.

The BDT has been shown to be a valid test in a number of studies. For example, one study found that the BDT was able to correctly identify 90% of children with dyslexia. Another study found that the BDT was able to correctly identify 85% of adults with dyslexia.

Available Versions

10-Items

Reference

The Bangor Dyslexia Test has been reproduced with the publisher’s permission from another book by Professor T. R. Miles (1993) Dyslexia: The Pattern of Difficulties (Second Edition). London: Whur. . :

Important Link

Scale File:

Frequently Asked Questions

What is the BDT?
The BDT is a standardized dyslexia screening test for children and adolescents aged 5 to 16 years old. It assesses skills in phonological awareness, rapid naming, working memory, and visual processing.

Who can administer the BDT?
The BDT should be administered by a qualified professional, such as a psychologist, educational diagnostician, or special education teacher.

How long does the BDT take to complete?
The BDT typically takes about 30-45 minutes to complete.

What is the purpose of the BDT?
The BDT is used to identify individuals who are at risk for dyslexia. A low overall score on the BDT may indicate that the individual is at risk for dyslexia. However, it is important to note that the BDT is not a diagnostic test for dyslexia. A diagnosis of dyslexia can only be made by a qualified professional after a comprehensive assessment.

How reliable and valid is the BDT?
The BDT has been shown to be a reliable and valid dyslexia screening test. It can be used to identify individuals who are at risk for dyslexia so that they can receive further assessment and support.

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