Sound Processing and Dyslexia
What Is Dyslexia Testing?
How Sound Processing Using the CTOPP-2 Supports Accurate Identification
Dyslexia is one of the most common learning differences affecting school-age children, yet it can be difficult to diagnose without a thorough evaluation. Many students with dyslexia show average to above-average intelligence but experience persistent struggles with reading, spelling, and written expression. Understanding the specific reasons behind these challenges requires more than a basic reading test—it involves assessing how the brain processes spoken language.
One of the key tools used in dyslexia evaluations is the Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2). This standardized assessment provides essential insight into the way a student perceives, remembers, and manipulates sounds in language—skills that are often impacted in individuals with dyslexia.
What Is Dyslexia?
Dyslexia is a neurodevelopmental disorder that affects reading accuracy, fluency, and spelling. It is characterized by deficits in phonological processing, which includes the ability to recognize and work with the sounds of spoken language. Children with dyslexia often have difficulty connecting letters to sounds, sounding out unfamiliar words, or quickly retrieving word information during reading.What Is Dyslexia Testing?
What Does Dyslexia Testing Involve?
A comprehensive dyslexia evaluation typically includes multiple components:
Academic achievement testing to assess reading, writing, and math skills
Cognitive testing to evaluate reasoning, memory, and processing speed
Phonological processing assessment, often using the CTOPP-2
Additional tools to screen for attention difficulties, anxiety, or other overlapping concerns
Together, these measures help identify the specific areas contributing to a student’s reading difficulties and distinguish dyslexia from other learning or developmental challenges.
The Role of the CTOPP-2 in Dyslexia Testing
The CTOPP-2 focuses specifically on three critical areas of phonological processing:
Phonological Awareness: The ability to recognize and manipulate individual sounds in words (e.g., blending sounds, segmenting syllables)
Phonological Memory: The ability to hold sound-based information in working memory
Rapid Naming: The ability to quickly name familiar items such as letters, numbers, or colors
Difficulties in one or more of these areas are often found in individuals with dyslexia, and results from the CTOPP-2 can provide clear evidence of these underlying deficits. This allows clinicians to move beyond surface-level reading struggles and pinpoint the specific processing issues that may be interfering with literacy development.
Why Phonological Processing Matters
Phonological processing is a foundational skill for reading. Even when students receive appropriate instruction, weak phonological skills can make it harder to acquire decoding strategies or build reading fluency. By identifying these issues early and accurately, interventions can be tailored to support the development of core literacy skills more effectively.
Take the First Step
If you suspect your child may have dyslexia, early testing can lead to better outcomes. Don’t wait. Contact Bloom Testing today to schedule a consultation or learn more about how our phonological processing assessments, including the CTOPP-2, can help uncover the why behind your child’s reading challenges.
