Essentials of Tests of Dyslexia?
1st Edition
Will be published approx. on 20. September 2026
Book
Paperback/Softback
320 pages
978-1-394-38269-9 (ISBN)
Description
Administer, score, and interpret the TOD-S, TOD-E, and TOD-C dyslexia assessments
Essentials of the Tests of Dyslexia (TOD) provides important insights into the administration, scoring, and interpretation of the three direct dyslexia assessment components and the co-normed rating scales. The book shows how the TOD instructional guide facilitates linking assessment results to interventions and is designed to expand understanding of the underlying linguistic abilities and related reading and spelling skills that are impacted for individuals with dyslexia.
With numerous case studies and case reports that provide guided practice in interpreting scores and score reports, this book delivers insights on:
Sample/potential questions to ask young children, such as "Do you have a lot of books at home?"
Accurate calculation of chronological age before beginning an evaluation
Potential administration errors, such as adding a schwa sound when pronouncing consonant sounds when administering the TOD-E
The three levels of interpretation as a framework to interpret scores and score profiles and relative differences among scores
Confidence bands (intervals) as a standardized method to reflect the confidence that the examinee's true score falls within an identified range
Essentials of the Tests of Dyslexia (TOD) is a complete resource for assessment professionals, reading specialists, and educators who are interested in understanding reading difficulties and evaluating and serving individuals with dyslexia.
Essentials of the Tests of Dyslexia (TOD) provides important insights into the administration, scoring, and interpretation of the three direct dyslexia assessment components and the co-normed rating scales. The book shows how the TOD instructional guide facilitates linking assessment results to interventions and is designed to expand understanding of the underlying linguistic abilities and related reading and spelling skills that are impacted for individuals with dyslexia.
With numerous case studies and case reports that provide guided practice in interpreting scores and score reports, this book delivers insights on:
Sample/potential questions to ask young children, such as "Do you have a lot of books at home?"
Accurate calculation of chronological age before beginning an evaluation
Potential administration errors, such as adding a schwa sound when pronouncing consonant sounds when administering the TOD-E
The three levels of interpretation as a framework to interpret scores and score profiles and relative differences among scores
Confidence bands (intervals) as a standardized method to reflect the confidence that the examinee's true score falls within an identified range
Essentials of the Tests of Dyslexia (TOD) is a complete resource for assessment professionals, reading specialists, and educators who are interested in understanding reading difficulties and evaluating and serving individuals with dyslexia.
More details
Series
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
ISBN-13
978-1-394-38269-9 (9781394382699)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Nancy Mather | R. Steve McCallum | Sherry M. Bell
Essentials of Tests of Dyslexia¿
E-Book
06/2026
1st Edition
Wiley
€66.99
Available for download
Persons
NANCY MATHER, PHD, is a Professor Emerita from the University of Arizona. She specializes in the areas of assessment and intervention for individuals with dyslexia. She has co-authored several books in the Essentials series, including Essentials of Dyslexia, 2nd edition, with Barbara J. Wendling. She is also a co-author of several tests, including the TOD and the Woodcock-Johnson V.
R. STEVE McCALLUM, PHD, is a Professor Emeritus of School Psychology (University of Tennessee) and a licensed psychologist. He is the author of books, journal articles, and tests focusing on assessment of cognition and the assessment-intervention link, an American Psychological Association (APA) Fellow, and recognized as an outstanding alumnus by both the University of Georgia and Georgia Southern University.
SHERRY M. BELL, PHD, is a Professor Emerita of special education and most recently Director of Literacy Initiatives at the University of Tennessee. She is a practicing psychologist, licensed by the Tennessee Health Related Boards and certified by the National Association of School Psychologists (NASP), and has authored over 70 scholarly articles focusing on literacy assessment and instruction, learning disabilities, and dyslexia.
BARBARA J. WENDLING, MA, is an educational consultant focusing on learning disabilities, including dyslexia. She has co-authored a number of publications including several books in the Essentials series, the Woodcock Interpretation and Instructional Program, and the Woodcock-Johnson V.
R. STEVE McCALLUM, PHD, is a Professor Emeritus of School Psychology (University of Tennessee) and a licensed psychologist. He is the author of books, journal articles, and tests focusing on assessment of cognition and the assessment-intervention link, an American Psychological Association (APA) Fellow, and recognized as an outstanding alumnus by both the University of Georgia and Georgia Southern University.
SHERRY M. BELL, PHD, is a Professor Emerita of special education and most recently Director of Literacy Initiatives at the University of Tennessee. She is a practicing psychologist, licensed by the Tennessee Health Related Boards and certified by the National Association of School Psychologists (NASP), and has authored over 70 scholarly articles focusing on literacy assessment and instruction, learning disabilities, and dyslexia.
BARBARA J. WENDLING, MA, is an educational consultant focusing on learning disabilities, including dyslexia. She has co-authored a number of publications including several books in the Essentials series, the Woodcock Interpretation and Instructional Program, and the Woodcock-Johnson V.
Content
Series Preface
Acknowledgments
One: Overview of Dyslexia and the Rationale for the TOD
Two: General Administration Procedures for the TOD
Three: Administration of the TOD-Screener and the TOD-Early
Four: Administration of the TOD-Comprehensive
Five: Understanding and Interpreting the TOD Scores and Comparisons
Six: Use of the TOD Rating Scales in the Identification of Dyslexia
Seven: Psychometric Properties of the TOD
Eight: Using the TOD Results to Inform Interventions
Nine: Illustrative Case Reports for the TOD-S and TOD-E
Ten: Illustrative Case Reports for the TOD-C
Appendix A: Commonly Asked Questions
Appendix B: Analyzing TOD Score Reports
Appendix C: TOD-E and TOD-C Dyslexia Profiles
Acknowledgments
One: Overview of Dyslexia and the Rationale for the TOD
Two: General Administration Procedures for the TOD
Three: Administration of the TOD-Screener and the TOD-Early
Four: Administration of the TOD-Comprehensive
Five: Understanding and Interpreting the TOD Scores and Comparisons
Six: Use of the TOD Rating Scales in the Identification of Dyslexia
Seven: Psychometric Properties of the TOD
Eight: Using the TOD Results to Inform Interventions
Nine: Illustrative Case Reports for the TOD-S and TOD-E
Ten: Illustrative Case Reports for the TOD-C
Appendix A: Commonly Asked Questions
Appendix B: Analyzing TOD Score Reports
Appendix C: TOD-E and TOD-C Dyslexia Profiles