Validation of the Askisi-Lexia neuropsychological web-based screener: A neuropsychological battery for screening cognitive and phonological skills of children with dyslexia

DSM-5 classifies dyslexia as a “specific learning disorder with impairment in reading”, emphasizing deficits in phonological processing and letter knowledge. Children with dyslexia commonly exhibit challenges in reading accuracy, fluency, and associated cognitive deficits. Computerized neuropsychological assessments have gained prominence for their precision and control in evaluating cognitive abilities. This manuscript presents the validation outcomes of Askisi-Lexia, a web-based neuropsychological screener developed to assess cognitive and phonological skills in children. The screener effectively differentiated between dyslexic and non-dyslexic participants, with dyslexic children demonstrating significantly lower scores and prolonged response times across all nine tasks (five targeting phonological skills and four evaluating cognitive abilities). Additionally, Askisi-Lexia exhibited high sensitivity and specificity across all subtests. Reliability analysis revealed high internal consistency and test-retest reliability. Notably, moderate correlations were observed between Askisi-Lexia and Test-A, a well-established traditional paper-and-pencil assessment, underscoring the screener’s validity. These findings highlight the efficacy of web-based tools in assessing phonological and cognitive deficits associated with dyslexia. The study underscores the potential of web-based screening applications as practical, engaging, and efficient methods for dyslexia assessment. Such tools facilitate identification and intervention, contributing to significant advancements in educational and clinical practice for children with reading-related challenges.