Purpose

The test aims to identify and categorize children aged 5–8 years, in preschool and early primary school, who show signs of dyslexic behavior, based on the application of specific predictive factors related to the acquisition of written language.

Scoring

The test is based on theoretical and predictive studies concerning the development of written language acquisition and assesses the following skills:
Phonological awareness
Fine motor skills (four subtests)
Visual and auditory memory (three subtests)
Attention (one subtest)
The test is designed to be user-friendly and to accurately distinguish children who may present dyslexic behavior.
Each subtest is scored separately. Raw scores were converted into standard scores, based on six-month age intervals, for children aged 60 months (5 years) to 96 months (8 years).

Statistical Analysis

The sample consists of 925 children attending kindergartens (448 children aged 5–6) and primary schools (477 children aged 6–8) in the region of Attica.
Separate norms were established for preschool and early school-aged children.

Validity and Reliability

The test’s validity documentation includes evaluation of:
Content validity
Comparative validity (e.g., reading and spelling tests)
Construct validity
For preschool children, internal consistency reliability was high (Cronbach’s α = 0.85), and for school-aged children, it was 0.87.

References

Zakopoulou, V., Anagnostopoulou, A., Christodoulides, P., Stavrou, L., Sarri, I., Mavreas, V., & Tzoufi, M. (2011).
Giantzidis, G. (2006). (Greek doctoral study on language acquisition timelines; cited in early detection research)
Nicolson, R. I., & Fawcett, A. J. (1996). Dyslexia Early Screening Test (DEST): A practical screening tool for children aged 4½–6½ years.
Bryant, P., Mackenzie, S., Bradley, L., & Machin, S. (1989). Rhyme, language, and children’s reading.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003).
Hyde, M., & Trickey, R. (1995).
Snowling, M. J. (2001).