Lucid provides comprehensive assessment of literacy from age 4 to 24. These programs are mostly used by RTLB, RTLit and Senco staff within schools.

The majority of students on the dyslexic spectrum have difficulties with reading that are generally a result of difficulties with certain aspects of cognition. The student may experience challenges with one or more of the following:

1. Phonological Awareness
2. Sequential Memory
3. Visual Memory/processing
4. Organisation
5. Working Memory
6. Auditory Discrimination

The Lucid programs are used to identify the students strengths and weaknesses. This provides a solid platform from which to develop an IEP.

 

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Lucid CoPS - Cognitive Profiling System

The scientifically proven system for early identification of dyslexia

Since its release in 1996, Lucid CoPS has become established as the leading computerised assessment system fo children in the 4-8 age range. Cops is currently used by over 6,000 schools in the UK and elsewhere in the world, and several foreign language versions have been developed. Lucid CoPS has proven scientific validity for the early identification of dyslexia, and can help teachers identify many other cognitive difficulties that can interfere with children's learning.

Lucid 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 in comparison with national norms. Percentiles, standard scores and age equivalent scores are provided. By understanding the child's strengths and weaknesses, potential problems can be spotted at an early stage, and appropriate learning and teaching strategies can be put into place to overcome difficulties and prevent failure. The graphical profile alse gives the teacher important insights into children's learning styles so that educational experiences are optimised for the individual.

Lucid CoPS assesses:

• Phonological awareness

• Phoneme discrimination

• Auditory short-term memory

• Visual short-term memory

• Visual and verbal sequencing

Dyslexia and labelling

Although Lucid CoPS can enable the teacher to identify dyslexia - if necessary, before the child has commenced reading the instruction - it does not demand that the label 'dyslexia' be used. Many teachers are uneasy about applying diagnostic labels at an early age. Instead, CoPS enables teachers to understand the cognitive limitations that lie behind dyslexia, and to tackle these directly without needing to be concerned about labels unless they choose to.

Teachers manual

Lucid CoPS is accompanied by a comprehensive teacher's manual that explains how to interpret the profiles of Lucid CoPS results so that teaching and learning can be tailored to suit the needs of individual children. Suggestions for a wide variety of teaching strategies, including suitable computer programs, are included.

 

 

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LASS 8-11 - Lucid Assessment System for Schools

Computerised, multifunctional assessment for pupils of ALL abilities

LASS 8-11 is a multifunctional assessment system that students find challenging and entertaining. The program employs the unique 'adaptive algorithm' developed by Lucid that ensures assessments are as brief as practicable without losing their accuracy. The eight assessment modules in LASS 8-11 have been designed and scientifically validated for pupils in the age range 8 - 11 years.

LASS 8-11 assesses:

• Visual Memory

• Auditory-verbal memory

• Phonic reading skills

• Phonological processing ability

• Single word reading

• Sentence Reading

• Spelling

• Reasoning

What does LASS 8-11 enable the teacher to do?

LASS is very easy to administer. Students require only minumum supervision while doing tests. LASS enables teachers to identify students with dyslexia (specific learning difficulty) but it has many other important functions as well, including:

• Assessing attainments in reading and spelling

• Measuring discrepancies between actual and expected literacy attainment

• Identifying underlying problems in memory or phonological skills

• Monitoring development in reading and spelling on a regular basis

• Evaluating progress in memory, phonological and phonic skills

• Estimating the student's intelligence

• Providing support evidence when applying for special arrangements in examinations

• Reasoning

Using LASS results

Interpretation of LASS results is straightforward, using the accompanying comprehensive teacher's manual. Percentiles, standard scores and age equivalents (including reading and spelling ages) are given. Results, in the form of graphical profiles and individual response records, clearly show childrens's strengths and weaknesses in comparison with national norms. Use of a standardised graphical profile makes it easy to spot students who are underperforming.

LASS standardised norms cover the full ability range from below average to above average pupils. Any difficulties of a dyslexic nature or caused by underlying cognitive problems in phonology and/or memory can swiftly be identified. Assessment can be carried out on a regular basis to monitor progress. This information can be used in formulating Individual Education Plans (IEPs) and is valuable when considering whether or not to request a formal assessment by an educational psychologist. It can aslo be used as supporting evidence when applying for special arrangements in GCSE and other examinations.

• Adaptive assessment in about 45 minutes

• Enjoyed by even the most reluctant students

• Easy to interpret

• On CD or for Networks

• Single word reading

• Currently used in over 5,000 schools

 

 

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LASS 11-15 - Lucid Assessment System for Schools

Computerised, multifunctional assessment for pupils of ALL abilities

LASS 11-15 is a multifunctional assessment system that students find challenging and entertaining. The program employs the unique 'adaptive algorithm' developed by Lucid that ensures assessments are as brief as practicable without losing their accuracy. The test modules have been carefully designed and scientifically validated for pupils in the age range 11 - 15 years.

LASS 11-15 assesses:

• Visual Memory

• Auditory-verbal memory

• Phonic reading skills

• Phonological processing ability

• Single word reading

• Sentence Reading

• Spelling

• Reasoning

What does LASS 11-15 enable the teacher to do?

LASS 11-15 is very easy to administer. Students require only minumum supervision while doing tests. LASS enables teachers to identify students with dyslexia (specific learning difficulty) but it has many other important functions as well, including:

• Assessing attainments in reading and spelling

• Measuring discrepancies between actual and expected literacy attainment

• Identifying underlying problems in memory or phonological skills

• Monitoring development in reading and spelling on a regular basis

• Evaluating progress in memory, phonological and phonic skills

• Estimating the student's intelligence

• Providing support evidence when applying for special arrangements in examinations

• Reasoning

Using LASS results

Interpretation of LASS 11-15 results is straightforward, using the accompanying comprehensive teacher's manual. Percentiles, standard scores and age equivalents (including reading and spelling ages) are given. Results, in the form of graphical profiles and individual response records, clearly show childrens's strengths and weaknesses in comparison with national norms. Use of a standardised graphical profile makes it easy to spot students who are underperforming.

LASS 11-15 standardised norms cover the full ability range from below average to above average pupils. Any difficulties of a dyslexic nature or caused by underlying cognitive problems in phonology and/or memory can swiftly be identified. Assessment can be carried out on a regular basis to monitor progress. This information can be used in formulating Individual Education Plans (IEPs) and is valuable when considering whether or not to request a formal assessment by an educational psychologist. It can aslo be used as supporting evidence when applying for special arrangements in GCSE and other examinations.

• Adaptive assessment in about 45 minutes

• Enjoyed by even the most reluctant students

• Easy to interpret

• On CD or for Networks

• Single word reading

• Currently used in over 5,000 schools

 

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Lucid Ability - Verbal and Non-verbal Reasoning

Swift and effective adaptive computerised assessment of verbal and non-verbal skills

NEW Lucid Ability - now you can assess ages 4-16 with one program

Easy administration

Lucid Ability uses enjoyable and stimulating activities to assess verbal and non-verbal reasoning skills in the age range 4 - 16 years. Each test automatically adapts to the child's individual ability level, making assessment very time-efficient and easy to administer. The total assessment time is about 15 - 20 minutes (conventional assessments of equivalent quality can take 2 - 3 times longer).

Suitable for non-readers

For younger children (age 4 - 8 years) verbal ability is assessed by means of a picture vocabulary task, and non-verbal ability by means of a mental rotation game. For older children (age 7 - 16 years) verbal ability is assessed by means of conceptual similarities task, and non-verbal ability by means of a matrix problem-solving task. The tests do not require reading skills as the computer will read aloud any words that appear on-screen if the child wants this. Unlike most other ability tests, the results are independent of reading attainment, and can be used equally well with readers and non-readers.

Instant graphical reports

Results are available imediately, facilitating swift decision-making. Results are presented in a graphical screen display, which can be viewed and printed out immediately. Scores are provided in three forms making it easy for teachers to use.

• Standard scores

• Centile scores

• Age equivalents

An overall measure of General Conceptual Ability (GCA) is also provided; this is based on an amalgamation of scores from the verbal and non-verbal tests and is a useful estimate of general intelligence. An administrator's manual accompanies the program, which explains how to interpret results and thier implications for learning.

Standardisation and validation

Lucid Ability has been developed to the highest psychometric standards. Norms are based on large-scale national standardisations and are built into the program. Lucid Ability has been standardised using a sample of over 2,300 children across the age and ability range. The children were carefully selected from 24 different schools in different parts of the UK, in order to produce norms that are representative of the national population aged 4 - 16 years.

Lucid Ability has been validated against a range of conventional instruments for assessing verbal and non-verbal ability, including Wechler Intelligence Scale for Children (WISC-III), British Ability Scales (Second Edition), British Picture Vocabulary Scale (Second Edition), NfER-Nelson Verbal and Non-Verbal Reasoning Tests, and the Matrix Analogies Test.

 

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Lucid Rapid - Dyslexia Screening

Swift, objective and accurate indication of dyslexia for ages 4 to 15

Taking only 15 minutes, Lucid Rapid Dyslexia Screening is the solution for quick screening for dyslexia in the 4 to 15 age range. The computer gives each child three enjoyable and non-threatening tests that are sensitive cognitive indicators of dyslexia. Each Screening component has been individually standardised, validated and calibrated to maximise accuracy in detection of dyslexia and prevent dyslexic children 'slipping through the net'. There are very low rates of false positives ('false alarms') and false negatives ('misses').

The tests in Lucid Rapid

• Phonological Processing (4 - 15 years)

• Working Memory (4 - 15 Years)

• Phonic Decoding Skills (8 - 15 years)

• Visual-verbal integration memory (4 - 7 years)

Immediate results with automatic interpretation

Results are available immediately: a simple print-out of results, which incorporates automatic expert interpretation, gives clear indication of the probability of dyslexia in every case. The automatic interpretation feature means that Working Memory Test can also be used very effectively by non-teaching staff. The accompanying manual provides guidence on differentiated action after screening.

Follow-up assessments

What if a teacher wants to follow up a screening with a more detailed diagnostic assessment? Easy - the results of Lucid Rapid can be automatically integrated into established dyslexia diagnostic programs such as Lucid CoPS Cognitive Profiling System, LASS 8-11 and LASS 11-15, thus avoiding duplication of effort.

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Lucid ViSS - Lucid Visual Stress Screener

Objective identification of visual stress that causes reading problems

NEW Lucid ViSS - now you can screen ages 7 - adult with one program

This page gives a brief introduction to Lucid ViSS.
For detailed information about visual stress (sometimes known as Meares-Irlen Syndrome or Scotopic Sensitivity Syndrome) please visit our pages About visual stress where you will find more information about the product (research background, abstracts of scientific papers and remediation measures, including the use of coloured overlays or tinted lenses). Please note that if you wish to purchase Lucid ViSS you will need to return to this page.

Introducing Lucid ViSS

Lucid's new easy-to-use computerised Visual Stress Screener represents a scientific breakthrough in objective identification of people (ages 7 to adult) who are susceptible to visual stress when reading. Visual stress, which affects 15 – 20% of the population, hinders children's literacy development and is a barrier to efficient and enjoyable reading. Developed over several years of research, Lucid ViSS gives an accurate and reliable indication of the existence and severity of visual stress and predicts those who should benefit from using coloured overlays or tinted lenses to combat the symptoms of visual stress.

What is visual stress?

Visual stress (sometimes called 'Meares-Irlen Syndrome' or 'Scotopic Sensitivity Syndrome') is the experience of unpleasant visual symptoms when reading, especially for prolonged periods. Symptoms include illusions of shape, movement and colour in the text, distortions of the print, loss of print clarity, and general visual irritation. Visual stress can also cause sore eyes, headaches, frequent loss of place when reading, and impaired comprehension. Research has shown that 15 – 20% of people suffer visual stress to some extent, and they also tend to be hypersensitive to fluorescent lighting and flicker on computer monitors. Visual stress is not the same as dyslexia. Some people with dyslexia may suffer from visual stress and some may not. But dyslexia does seem to make the symptoms of visual stress much worse so it is especially important that those with diagnosed dyslexia are screened for visual stress.

Speedy and easy to use:

Lucid ViSS is delivered entirely by the computer and requires minimal supervision. The screening test, which is in the form of a word search game, takes 20 – 30 minutes. Lucid ViSS and is suitable for ages 7 to adult. For ages 7-11 the software includes some short animated cartoons designed to make the task more enjoyable and to combat fatigue or boredom. The results show clearly the degree of difficulty that the person experienced with the visually stressful items relative to the visually unstressful items. Because each individual's performance is compared across two different conditions (visually stressful and visually unstressful) their individual speed of working is immaterial.

Easy but comprehensive reporting:

The ViSS reports module shows the extent to which the person's performance was disrupted by visually stressful stimuli. A graphical scale of susceptibility to visual stress – from 'low' to 'extremely high' – makes it easy to interpret the results. A full statistical analysis is also shown. The implications of the different categories are explained in the Administrator's Manual that accompanies the program, which also gives advice on the next steps to take. Comments may be included on the print-out of results, thus providing a complete record of the screening on one convenient A4 page. Professionals who require a more detailed breakdown of results will not be disappointed. A full individual item analysis can be accessed, making ViSS a very suitable tool for research.

After screening with ViSS:

The Administrator's Manual gives guidance on appropriate action after screening. Individuals who are found to have high susceptibility to visual stress can be checked to determine which colour of overlay would be most suitable or, alternatively, referred to an optician or eye specialist who can prescribe tinted lenses. The use of tinted lenses or coloured overlays to treat visual stress was formerly regarded with scepticism by the medical and education professions. However, scientific studies by Professor Arnold Wilkins have shown that this treatment is generally the most effective and simplest solution.

 

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LADS Plus - Lucid Adult Dyslexia Screening (Plus Version)

Swift, objective and accurate identification of dyslexia in the general population aged 15 and over

LADS Plus is a computerised screening test for identifying dyslexia in members of the general population aged 15+. LADS Plus is a new version of LADS developed to provide improved screening accuracy in wider populations that may include individuals who have non-standard educational backgrounds, low general ability, and/or poor English language skills, such as:

• Young offenders

• Prisoners

• Persons who have had disadvantaged childhoods

• Persons who have had disrupted or non-standard schooling

• Immigrants

• Ethnic minorities
  

Swift and effective

The LADS Plus takes about 25-30 minutes and includes all the useful features of its sister program LADS:

• Speedy, adaptive assessment

• Minimal supervision required

• Non-threatening assessment

• Automatic reports

• Comprehensive Administrator's Manual
  

Automatic reports

The computer automatically generates a simple graphical report for each person assessed. Individual module scores are compared to normative data. Indications are given of whether or not the scores fall into the dyslexic 'risk' category. There is ample room on the report for administrators to add their own comments before the report is printed. The LADS Plus reasoning modules also provide an estimate of the person's general intellectual ability, which can be important when giving advice about further action after screening.

Comprehensive manual

LADS Plus does not require psychological or educational qualifications to administer.
A comprehensive Administrator's Manual is provided, which gives guidelines on interpreting results, giving feedback and advice on strategies for supporting dyslexic adults in different educational and occupational settings.