Integrating Rapid with CoPS or LASS 8–11

Rapid has been designed for use as a quick screening system that will identify most instances of dyslexia with a good degree of accuracy. For some users, that will provide all the information they need to instigate appropriate action. However, although Rapid can identify the student with dyslexia it is not a comprehensive diagnostic tool, nor does it necessarily give information about students’ strengths in learning. So inevitably it will have limitations in terms of pointers for educational strategies to address students’ problems in learning. The best way to overcome those limitations is by the combined use of Rapid with a follow-up diagnostic assessment given to those students who are at risk, using either CoPS (for age 4:0–7:11), LASS 8–11 (8:0–11:11) or LASS 11–15 (11:0–15:11). Students ‘at risk’, in this sense, are those who are found to have Rapid screening results in the ‘high’ or ‘moderate’ probability of dyslexia categories.

CoPS and LASS are designed to give a full diagnostic profile for each student, which enables the teacher to identify cognitive strengths as well as weaknesses, and therefore to formulate a more precise programme of educational support to overcome the student’s problems. In addition, LASS gives an estimate of the student’s intelligence and allows the teacher to determine the amount of discrepancy between expected literacy attainment and actual literacy attainment. The CoPS and LASS Manuals provide comprehensive information on interpreting profiles and teaching strategies. Results from Rapid will automatically be incorporated into CoPS or LASS 8–11. This reduces the assessment time using CoPS or LASS by about one-third, thus saving personnel time and duplication of effort.