Lucid 8-11 - Lucid Assessment System for School
For ages 8-11 years
The outcome of comprehensive research at the University of Hull, UK and originally published in 1996, Lucid LASS 8-11 is widely used by schools in NZ, the UK and internationally. Working with the original authors, LASS 8-11 has been updated, re-standardised and is now available online on the GL Ready platform.
As a follow on from Rapid, our quick whole-school dyslexia screener, for pupils aged 4-15, LASS 8-11 gives a more detailed learning profile, indicating a students’s particular strengths and weaknesses that may impact reading, and pinpointing specific areas of need.
Computerised, multifunctional assessment for pupils of ALL abilities
Students find the activities 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:
What does LASS 8-11 enable the teacher to do?
LASS 8-11 is very easy to administer. Students require supervision while doing tests if you intend to use the program well. LASS enables teachers to identify students with dyslexia (specific learning difficulty) but it has many other important functions as well, including:
Test Duration: 30-45 minutes
9 short tests - 30-45 minutes to complete (can be taken over a few sessions)
Using LASS results
Interpretation of LASS 8-11 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 8-11 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 also be used as supporting evidence when applying for special arrangements in examinations.