Description of the Questionnaire

LAMDA (Software for the Detection of Learning Skills and Weaknesses) is a specialized software tool designed for the automated detection of potential learning difficulties. It includes two sets of selected exercises presented to the student via a computer, using only the mouse. It assesses a wide range of skills related to phonological and semantic processing, comprehension, auditory and visual memory, visual perception, verbal fluency, and the retention of verbal and visual information. The total completion time of the tool is approximately 40 minutes, and it is applicable to students from the 2nd grade of primary school up to the 2nd grade of junior high school.

Data Analysis and Use

Performance is recorded automatically by the software, and the data are analyzed based on standardized performance scales (e.g., 10, 10-25, 25-50, and >50). The results are presented in the form of an individual report, which includes quantitative results, a description of the student’s learning profile, and suggestions for further assessment or educational support. LAMDA can be used in educational practice for early detection of learning difficulties, in diagnostic settings by specialists, and also as a support tool for research or evaluation purposes.

Objective

The main objective of LAMDA is the timely and automated detection of potential learning difficulties in children of preschool and school age. The tool aims to support general education by enabling early identification of children who may require additional assistance or referral for specialized evaluation. At the same time, it can be utilized in contexts such as assessment centers, medical-pedagogical centers, or individually by special education teachers and psychologists.

Standardization

LAMDA was standardized on a sample of 1,322 students from the 2nd grade of primary school to the 2nd grade of junior high school, attending 73 primary schools and 31 junior high schools in the regions of Attica, Thessaloniki, Heraklion, Rethymno, Larissa, and Magnesia. Performance was evaluated based on internal consistency, test-retest reliability, and execution speed. The measurements showed high reliability indices, with an average test-retest reliability of approximately 0.60 (Pearson r) and an average internal consistency of approximately 0.70 for accuracy and 0.80 for speed measures (Cronbach’s α). These data confirm the tool’s suitability for detecting learning difficulties in diverse educational and social contexts.

Bibliography

Protopapas, A., & Skaloumbakas, C. (2007). Computer-based and traditional screening and diagnosis of reading disabilities in Greek. Journal of Learning Disabilities, 40, 15-36.
Protopapas, A., Skaloumbakas, C., & Bali, P. (2008). Validation of unsupervised computer-based screening for reading disability in the Greek elementary Grades 3 and 4. Learning Disabilities: A Contemporary Journal, 6, 45-69.
Protopapas, A., & Skaloumbakas, C. (2008). Software for the Detection of Learning Skills and Weaknesses (LAMDA): Description and evaluation. EPEAEK II Action 1.1.3.