The AFS-Test is a standardized test that quickly provides insights into Dyslexia/Reading and Spelling Deficiency (RSD) or Dyscalculia/Arithmetic Deficiency (AD)
Certified Dyslexia Trainers and Certified Dyscalculia Trainers use the computerized AFS-Test as part of the pedagogical support diagnostic to determine and categorize a potential Dyslexia/RSD or Dyscalculia/AD.
The AFS-Test has, for over 20 years, allowed for the identification of potential Dyslexia/RSD/Dyscalculia/AD with minimal time expenditure.
After diagnosis, an individual training program is created.
Why was the AFS-Test developed?
The starting point of the AFS-Method is that individuals with Dyslexia are not weak, disturbed, ill, or even disabled. People with Dyslexia do not have a learning disability or disorder but, due to genetics, have a unique information processing and associated learning ability. The pedagogical approaches commonly used in schools are not sufficiently designed for those affected. The concept of the AFS-Method supports external educators when providing necessary assistance in cases of spelling, reading, and arithmetic difficulties.
Who is allowed to administer the AFS-Test?
Dyslexia/Dyscalculia are very comprehensive areas of knowledge that require very sensitive approaches. Therefore, only specially trained and Certified Dyslexia and Dyscalculia Trainers are allowed to conduct testing using the AFS-Test.
When should the AFS-Test be used?
The latest scientific findings show that one can only speak of dyslexia when a child is observed to, firstly, have significantly reduced attention when writing, reading, calculating, or dealing with symbols. Secondly, when sensory perceptions required for writing, reading, or calculating occur differently. Thirdly, when the child produces very peculiar errors when writing, reading, or calculating. If such suspicions arise from observing a child, the test should be conducted.
Dr. Astrid Kopp-Duller co-developed the AFS-Methode (A: Attention Training / F: Function Training / S: Symptom Training) to help dyslexic children in all areas that are causing their problems:
„If a dyslexic child is supported individually according to its needs over a longer period of time, nothing stands in the way of successful reading, spelling, and arithmetic.“
What does the AFS-Test achieve?
A detailed evaluation of the test results shows in which areas individual training is needed.
1.) How attentive is the child when reading, spelling, or calculating?
The AFS-Test checks the ability of focusing thoughts that a child needs when reading, spelling, or calculating.
2.) How well are the age-appropriate sensory perceptions of the child formed?
Children affected by dyslexia show different manifestations and combinations of sensory perceptions. Within the framework of the AFS-Test, the sensory perception performances of the affected child, which are needed for spelling, reading, or arithmetic, are checked. This results in the necessary individual training units.
3.) How does the symptomatology manifest in the child?
Based on writing samples and reading exercises that the child has produced over several months, a detailed error analysis is carried out. If no observations of this kind are possible for the evaluation, a reading and spelling test must also be carried out.
With the help of the AFS-Test, the Certified Dyslexia Trainer or Certified Dyscalculia Trainer can then create an individual pedagogical-didactic training plan.
It is important to note here that training plans always have a preliminary character, i.e., the Certified Dyslexia Trainer or Certified Dyscalculia Trainer working with the child must always make precise observations of how the child reacts to the support offered. It is therefore essential that the trainer, with pedagogical-didactic skills, has comprehensive knowledge of the various support options or methods that help a child with Dyslexia overcome the individual problems. Thus, re-testing to amend the training plan can also be carried out with the AFS-Test.
Insights into the AFS-Test
For a better understanding, here are some images from the AFS-Test:
 | AFS-Test Attention Test | ||
 | AFS-Test Visual Recognition | ||
 | AFS-Test Visual Memory | ||
 | AFS-Test Visual Sequencing | ||
 | AFS-Test Auditory Recognition | ||
 | AFS-Test Auditory Memory | ||
 | AFS-Test Auditory Sequencing | ||
 | AFS-Test Spatial Orientation | ||
 | AFS-Test Body Perception | ||
 | AFS-Test Symptom Test Reading/Spelling Arithmetic |
If an AFS-Test is conducted with a child and one can identify, firstly, occasional inattentiveness when spelling and/or reading, secondly, the presence of different sensory perceptions, and thirdly, perceptual errors in the symptom area, then one can refer to the child as dyslexic!
Case Study:
Does the test subject exhibit Dyslexia or Dyscalculia? Interpretation of an AFS-Test result:
A: How attentive is the child when spelling, reading, or doing arithmetic?
This question forms a core issue in the context of dyslexia, as errors arise primarily from the child’s inattentiveness during the activities of spelling, reading, and/or arithmetic. The child’s attention, which is required for spelling, reading, or arithmetic, is assessed. In 12 minutes, the test subject must demonstrate their attention in three areas: with images, half-symbols, and symbols. What happens when the images change to symbols?
The test subject’s attention fluctuated during the four rounds, especially with images and half-symbols. In the symbol area, attention decreased as the test progressed.
F: Checking the functions or sensory perceptions – How well developed are the age-appropriate sensory perceptions of the child?
The second part of the test is dedicated to the extensive area of the sensory perceptions. The sensory perceptions required for spelling, reading, or arithmetic are assessed. Here’s a brief overview:
- Visual Recognition: The ability to recognize and distinguish between similar and different things.
- Visual Memory: The ability to retain, store, and recall visual information.
- Visual Sequencing: The ability to sequentially order visual impressions.
- Auditory Recognition: The ability to discern specific words from what is heard or to differentiate between similarly sounding words.
- Auditory Memory: The ability to retain, store, and recall auditory information.
- Auditory Sequencing: The ability to determine which word was spoken first in a sentence.
- Spatial Orientation: The ability to gauge spatial and temporal structures as well as sizes and units.
- Body Perception: The ability to assess one’s own body (distinguishing right from left).
The function test indicates “Training required” in two areas, “Training recommended” in three areas, and three areas are not different.
S: How does the symptomatology manifest in the child?
Based on writing samples and reading exercises that the child has completed over several months, a detailed error analysis is conducted. Through precise observation and documentation, this error analysis can provide valuable insights into the individual issues of the dyslexic child. It’s essential to differentiate between two error categories: perceptual errors and spelling errors, as otherwise, the dyslexic child will always be misjudged. Children with dyslexia mostly make perceptual errors, characterized by their regularity and frequency. Often, so-called simple words are affected, which, despite much practice, cannot be transferred to long-term memory for automatic recall during subsequent use. Different spellings of a word within a text (e.g., “Summer, summer, Summr, Summa” etc.) are also common.
The symptom test for reading/spelling and arithmetic indicates “Training required” because the test subject makes numerous errors in reading, spelling, and/or arithmetic.
Because all three areas (Attention, Functions, Symptoms) are affected, the test subject, therefore, exhibits Dyslexia and Dyscalculia.
Individualized Training Plan
Only the AFS-Method takes into account the three complementary levels (Attention, Function, and Symptom), which can be individually weighted and aligned depending on the problem situation. If the interaction of the three different areas is ensured in the support, it has been shown in practice (and in long-term studies) that improvements can be achieved in all areas, including the symptom area.
The method, in its complexity and mutual interpenetration of the individual sub-areas, is very comprehensive. The individual training on the functions is seen as a very important part of the AFS-Method, but only in combination with attention and symptom training does it lead to improvement. This combination is crucial, and in this form, it exists only in the AFS-Method, which has already proven itself very well in practice! Understanding, praise, and cooperation between educators (teachers/trainers), parents, and children, and motivating of the children are essential and are also taken into account in the AFS-Method.
The child should have a positive attitude and must understand that controlling their thoughts, training their sensory perceptions, and consistently working on their errors are necessary to achieve long-term learning progress. It’s also essential to continually assess whether the provided learning content is on the right path. It is also important to give the child enough time, avoid building pressure, and providing plenty of praise.
What can the AFS-Test not provide?
The AFS-Test does not provide information about
- any medical or psychological problems of a child.
- the intelligence of a child.
- developmental delays of a child.
- psychosomatic or psychopathological problems of a child.
- gross or fine motor problems of a child.
- speech or language problems of a child.
- physical hearing or vision problems of a child.
- the environment in which the child lives.
If there are suspicions of secondary issues in any of the mentioned areas, it is essential for the Certified Dyslexia Trainer, Certified Dyscalculia Trainer, teachers, or parents to consult additional specialists.
The AFS-Test in English, Spanish, and German
The current version of the AFS-Test 5.6 is available in English, Spanish, and German. The previous version 5.0 is also available in French, Turkish, and Dutch.