The AFS test: Revolutionary diagnostics for targeted support for dyslexia and dyscalculia

Educational test procedure reliably distinguishes between dyslexia and acquired dyslexia for the first time - Over 250,000 tests already carried out worldwide_

Klagenfurt, January 2026 - "My child has problems with reading and writing. But is it really dyslexia?" Countless parents and teachers ask themselves this question. The answer is crucial, because the type of support for children with dyslexia must be completely different to that for children with acquired dyslexia. The First Austrian Dyslexia Association (E?DL) has developed the AFS test procedure, a diagnostic tool that makes this important distinction possible and has revolutionized the pedagogical identification of dyslexia worldwide. With over 250,000 tests carried out, the procedure has established itself as a reliable standard instrument in educational practice.

The crucial difference: dyslexia versus LRS

In children with acquired dyslexia, very good results are achieved by intensifying work in the symptom area - i.e. through intensive writing and reading practice. With a dyslexic child, however, this measure alone will not lead to success. The reason: dyslexia is biogenetic and requires a holistic support approach that goes beyond mere symptom training. Without a precise diagnosis, there is a risk that children will receive the wrong support for years - with corresponding frustration for everyone involved.

What the AFS test examines

The AFS test procedure analyzes three crucial areas that are fundamental to successful learning:

Attention: the test measures how well a child can focus their thoughts when dealing with symbols such as letters and numbers. This is done using pictures, semi-symbols and symbols. Dyslexic people have a different way of processing information - their attention wanes when working with letters and numbers, not due to a lack of motivation, but because of a different brain function.

Sensory perceptions (functions): This area tests the basic senses that are essential for successful learning. These include visual differentiation (recognizing differences), visual memory (remembering what is seen), visual seriality (understanding sequences), auditory differentiation (distinguishing sounds), auditory memory (remembering what is heard), auditory seriality (understanding sequences of sounds), spatial orientation (understanding spatial relationships) and body schema (body awareness).

Symptoms: The third area analyzes which specific difficulties occur in writing, reading or arithmetic and where exactly the need for support lies.

Perceptual errors versus spelling errors

A particular strength of the AFS test lies in the distinction between perceptual errors and spelling errors. Perceptual errors are caused by temporary lapses in sensory processing - for example, when a child confuses "b" and "d" even though they actually know the rule. Spelling errors, on the other hand, are based on a lack of knowledge of the rules. This distinction is crucial for support: a child with perceptual errors needs targeted functional training, while a child with spelling errors needs rule training. The AFS test makes precisely these differences visible and thus enables tailored support.

The result: an individual training plan

Once the test has been completed, a graphical profile is created that shows at a glance in which areas support is required, where training would be advisable and where there is no need for action. A practical example: The test result shows that a child's visual differentiation and auditory memory are conspicuous. The qualified dyslexia trainer now knows exactly which specific exercises this child needs - no more and no less. The pedagogical report drawn up after the test provides parents and teachers with specific recommendations for further support.

The advantages of the AFS test procedure at a glance

The AFS test offers numerous advantages for educational practice: it reliably differentiates between biogenetically caused dyslexia and acquired dyslexia. It reveals a child's individual strengths and weaknesses and thus enables customized support. Targeted training saves time and frustration. The test can be used for children from school entry age and is available in German, English and Spanish. The impressive number of over 250,000 tests carried out is proof of the confidence that teachers on all continents have in this method.

30 years of experience as a basis

The AFS test is part of the PSI's comprehensive support concept, which celebrates its 30th anniversary in 2026. In three decades, over 17,000 certified dyslexia and dyscalculia trainers in 64 countries have been trained to use the AFS test in their practical work. The quality of the training and the diagnostic instruments is confirmed by the ISO 9001:2015 certification and the six-time award as "Top Provider for Further Education" by FOCUS-BUSINESS.

About the E?DL

The Erste ?sterreichische Dachverband Legasthenie was founded in 1996 and is one of the leading institutions in the German-speaking world for the training of dyslexia and dyscalculia trainers. The association developed the AFS method and the AFS test procedure and trains teachers, therapists, parents and career changers to become certified specialists.

Further information on the AFS test: www.legasthenietest.at

Erster ?sterreichischer Dachverband Legasthenie gGmbH
Feldmarschall Conrad Platz 7
9020 Klagenfurt am W?rthersee
?sterreich

https://www.legasthenie.at

Frau Dr.Livia Pailer-Duller
+43 463 55660

lpd@legasthenie.com

The E?DL is Austria's largest dyslexia institution. Independent and non-profit, we offer help throughout Austria. Contact a specialist in your area.

This release was published on openPR.