Frequently Asked Questions - Reading

The word recognition test in Lucid Exact is timed but JCQ regulations currently specify an untimed test of single word reading, so how can teachers deal with this JCQ requirement?

The word recognition test in Lucid Exact is timed but JCQ regulations currently specify an untimed test of single word reading, so how can teachers deal with this JCQ requirement?

It will be necessary to supplement Lucid Exact results with the results of a suitable standardised untimed reading accuracy test, for example:

  • Hodder Oral Reading Test
  • WRAT-3 Reading test
  • WRAT-4 Reading Test  Woodcock Reading Mastery Test
  • Schonell Reading Test
  • Vernon Reading Test.

When assessing larger groups of students, a time-saving strategy would be to administer Lucid Exact to all students (preferably using the networked version) and then administer a suitable untimed test of single-word reading only to those students whose Exact results indicate that access arrangements would probably be required.

What uses does Lucid Exact have other than for exam access arrangements?

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.