الفهرس 
Reading developmentOnly 14 pages are availabe for public view
 |  | from | 173 |  |  |
| | | from | 173 | | |
Abstract
The Modified Arabic Dyslexia Screening Test is an objective tool, with high reliability and validity in assessing Egyptian children who are at risk of dyslexia and it can be used as an effective tool for follow up of the intervention program.
Advantages of the MADST:
• The intended outcomes of having an effective screening tool are characterized by being quick test suitable for widespread use, easy to be administered by trained personnel, explore a range of abilities as well as providing a general measure of literacy skills that are measurable and timed.
• The test can be applied on a wide age range from 6 years 6 months up to 11 years 5 months. Test items are closely related to the Arabic curriculum.
• Most of these tasks are time limited.
• Demonstrative examples are explained and practiced with the child before proceeding to test items to ensure the child’s understanding.
• Detailed explanation of the test items in the test manual on how some of the items can be applied and calculated.
• Simple and clear instructions in each subtest with gradual increase in item difficulty as the age increases.
• Scoring of the test is easy and simple.
• The normal values are in the form of ranges and not strict numbers and this gives a chance to take in account variable capabilities of normal children.
• The results are statistically analyzed using the percentile values to assess the child’s performance.
• The test can determine whether the child is at risk of dyslexia or not through matching his raw scores with those of same age groups.
• The test is proved to be strongly valid and reliable.
Limitations of the MADST:
• Small number of standardization sample.
• The sample is not applied on a wider scale representing all Egyptian governorates.
• As being a screening test, MADST is used to identify children at risk of dyslexia, not to diagnose reading difficulties (therefore it does not replace full assessment of a child’s special educational needs) and a child’s learning needs and appropriate intervention.