Introducing LUCID, a portfolio of fast, accurate, digital assessments designed to screen and diagnose students with suspected specific learning difficulties. Designed to complement the York Assessment of Reading for Comprehension (YARC), with LUCID you can screen whole classes for dyslexia, discover specific cognitive strengths and weaknesses of this population or predict student abilities across their school journey. LUCID gives special education and learning support teachers the tools they need to shine a light on student learning.

These tools feature:

• computer delivery
• instant reports
• brief as well as detailed testing and assessments
• unlimited use licensing

Sample Reports

GL Ready online platform

Rapid

CoPs

LASS (Primary 8-11)

Lucid RAPID

Quick, whole-class dyslexia screening

For Ages: 4 – 15 years
Time: 15 minutes
Format: GL Ready online platform

RAPID is made up of three sub-tests:

• Phonological Processing
• Working Memory
  Depending on age, the third subtest is either:

• Phonic Decoding Skills (8 – 15 years), or
• Visual-Verbal Integration Memory (4 – 7 years)

RAPID is the solution for quick class screening for dyslexia or literacy learning difficulties in students in Pre-Year 1 to Year 9. It has three enjoyable and non-threatening tests that are sensitive cognitive indicators of dyslexia or a specific learning disability.

Lucid CoPS

Child-friendly early dyslexia screening

For Ages: 4 – 8 years
Time: 45 – 60 minutes
Format: GL Ready online platform

Tests:

• Phonological Awareness
• Phoneme Discriminator
• Auditory Short Term Memory
• Visal Short Term Memory
• Visual and Verbal Sequencing

CoPS is a leading assessment system for children aged 4 – 8 and is currently used in over 6,000 schools in the UK and around the world. CoPS can help teachers identify dyslexia and many other cognitive difficulties that can interfere with a child’s learning. CoPS comprises nine tests of fundamental cognitive skills that underpin learning. Each test is presented as an attractive and enjoyable game that takes about five minutes. Results, in the form of graphical profiles and individual response records, clearly show children’s strengths and weaknesses. Percentiles, standard scores and age equivalent scores are provided, helping to identify potential problems at an early stage.

Lucid LASS Primary (8 – 11)

Identify dyslexic tendencies & other learning needs

For Ages: 8 – 11 years
Time: 30 minutes
Format: GL Ready online platform

Tests:

• Working Memory
• Phonological Awareness
• Phonological Processing
• Reasoning
• Single Word, Sentence and Non-Word Reading
• Spelling

LASS is a multifunctional assessment system designed to highlight differences between actual and expected literacy levels. LASS is adaptive, so assessments are as brief as practicable without losing their accuracy. It is available in two versions: Primary for ages 8 – 11, and Secondary for 11 – 15 year-olds.

Reports show percentiles, standard scores and age equivalents (including reading and spelling ages). Results show children’s strengths and weaknesses in comparison with (UK) national norms. Use of a standardised graphical profile makes it easy to spot students who are underperforming.

Any difficulties of a dyslexic nature or caused by underlying cognitive problems in phonology and/or memory can be quickly identified. Assessment can be carried out on a regular basis to monitor progress.

Digital download

Recall

LADS+

LASS (Secondary 11-15)

Lucid RECALL

Evaluate the speed & efficiency of working memory

For Ages: 7 – 16 years
Time: 20 – 30 minutes
Format: Digital

RECALL consists of three sub-tests:

• Phonological Loop – assessed by a word recall test
• Visuo-Spatial Sketchpad – assessed by a pattern recall test
• Central Executive Function – assessed by a counting recall test

The program also measures the speed and efficiency of working memory (Processing speed).

RECALL swiftly identifies students who require classroom intervention strategies to help them to learn effectively because of working memory difficulties. RECALL assesses the fundamental working memory functions identified by leading international researches including Professor Alan Baddeley. It’s easy to use, fully automated, requires minimal supervision and needs no input from the teacher.

Lucid LADS+

Quick and accurate identification of dyslexia in adults and children aged 15+ years

For Ages: 15+ years
Time: 25 – 30 minutes
Format: Digital

LADS Plus is a digital assessment to screen for dyslexia in members of the general population ages 15+ years which may include: those who have non-standard educational backgrounds; low general ability; and/or poor English language skills – including young offenders or prisoners.
Taking just 25 – 30 minutes to administer, this adaptive assessment generates a simple graphical report which indicates whether the individual falls into the dyslexic “risk” category. The Administrator’s Manual provides guidelines on interpreting results, including strategies for supporting dyslexic adults in different educational and occupational settings.
LADS Plus comprises non-verbal and verbal reasoning assessments, and three dyslexia-sensitive sub-tests covering word recognition (lexical decoding involving speeded recognition of real words from non-words), word construction (speeded lexical encoding of non-words from syllables) and working memory.

Lucid LASS Secondary (11 – 15)

Identify dyslexic tendencies & other learning needs

For Ages: 11 – 15 years
Time: 45 minutes
Format: Digital

Tests:

• Visual Memory
• Auditory-Verbal Memory
• Phonic Reading Skills
• Phonological Processing Ability
• Reasoning
• Single Word Reading
• Sentence Reading
• Spelling

LASS is a multifunctional assessment system designed to highlight differences between actual and expected literacy levels. LASS is adaptive, so assessments are as brief as practicable without losing their accuracy. It is available in two versions: Primary for ages 8 – 11, and Secondary for 11 – 15 year-olds.

Reports show percentiles, standard scores and age equivalents (including reading and spelling ages). Results show children’s strengths and weaknesses in comparison with (UK) national norms. Use of a standardised graphical profile makes it easy to spot students who are underperforming.

Any difficulties of a dyslexic nature or caused by underlying cognitive problems in phonology and/or memory can be quickly identified. Assessment can be carried out on a regular basis to monitor progress.