Present computer technology does not allow for a satisfactory computerised test of handwriting feasible, so we haven’t attempted this. If a student has a slow (i.e. below standard score 85) writing to dictation score on Lucid Exact, they clearly have handwriting difficulties and should be entitled to access arrangements. However, if their writing to dictation on Lucid Exact is not slow, the student might still experience problems in producing written work out of their own head and, if so, would be entitled to access arrangements on this basis. For this reason, a free handwriting test (i.e. where the student has to choose which words to use as well as to write them down) should be administered to supplement the test results obtained from Lucid Exact. JCQ Regulations [2014-15, Section 7.5.10] stipulate that a free handwriting test should be given.
For further information consult the book ‘Dyslexia: Assessing the need for Access Arrangements during examinations. A practical guide’ (4th edition, Patoss, 2011) together with the update on JCQ regulations for the 2014-15 academic year, available from the Patoss website [www.patossdyslexia.org/Resources/2014-08-22/PatossJCQ-update-Insert-for-4th-Edition-201415].
Lucid Exact has quite a wide range of application in addition to assessment for exam access arrangements, e.g.
(a) Lucid Exact is appropriate for assessing students with specific learning difficulties in secondary, further or higher education, or for teachers wishing to obtain a standardised objective assessment of literacy of groups of students from ages 11-24, or of individual students within that age range who have specific problems (such as slow handwriting, spelling or reading comprehension).
(b) Although individual tests from Lucid Exact may be helpful in suggesting dyslexia, or may form part of a dyslexia assessment, this group of tests are not sufficient in themselves to make a diagnosis of dyslexia and are not designed for that purpose. Administrators who require a test that will identify dyslexia should consider using LASS 11-15 (for the age range 11:0 – 15:11) or LADS/LADS Plus (for ages 16 and upwards).
(c) Lucid Exact has two forms of equivalent difficulty – Form A and Form B. This allows for repeated assessment if desired, without undue concern about practice effects and without violating psychometric principles. The two forms can be alternated over time in order to record progress, e.g. in response to intervention given to students with literacy difficulties.