Free Online Speech Therapy Test: Assess Language and Cognition

Are you concerned about your child's language? Do you notice forgetfulness, word-finding difficulties, or concentration issues in yourself or a loved one? Are you a healthcare professional looking for quick pre-assessment tools to use in your practice or before a full evaluation? This article is for you.

We have gathered 15 free mini-speech therapy tests, designed as quick screening tools to print or complete in just a few minutes. They cover all areas assessed in speech therapy: articulation, vocabulary, written language, memory, attention, executive functions, communication. Each test comes with a scoring grid and simplified normative references. Click on "Print this sheet" to download the PDF.

Why take an online speech therapy test?

An online speech therapy test will never replace a complete speech therapy assessment conducted by a state-certified professional. This is a fundamental point we want to emphasize from the start. However, an online test can play several very useful roles in the care pathway.

First, it allows for screening for potential difficulties. Many cognitive or language disorders develop quietly before becoming disabling. A parent questioning their child's achievements, or an adult sensing a decline in their abilities, can obtain a first objective estimate through a quick test and decide based on this whether to consult further.

Second, the online test serves to guide towards the right professional. A low score in working memory points towards a speech therapist or neuropsychologist; a low score in articulation clearly indicates the need for speech therapy; attentional difficulties may justify a consultation in child psychiatry or neurology. A well-designed test provides these clues.

Third, for healthcare professionals, these quick tests are useful pre-assessment tools before a full evaluation, tools for monitoring between sessions, or materials to explain to families what will be evaluated in more detail. Our skills tracking table allows for tracking the evolution of results from these tests over time.

Speech test vs speech assessment: what’s the difference?

The distinction is crucial. A test is a one-time tool, focused on a specific function (memory, attention, vocabulary), that produces a numerical score. A speech assessment, on the other hand, is a comprehensive and holistic evaluation conducted by a speech therapist on medical prescription. It combines several standardized tests (BILO, EVALEO, ELO, MT-86, BDAE depending on age and suspected pathology), a detailed anamnesis, clinical observations, and results in a diagnosis and a rehabilitation plan.

In practical terms: an online test may tell you "there may be a problem with working memory". A speech assessment will tell you "the patient presents a developmental language disorder with a phonological predominance and secondary verbal working memory deficit, justifying rehabilitation at a rate of 2 weekly sessions". The difference is significant.

At what age should one take a speech therapy test?

There is no minimum or maximum age. The tests presented in this article cover the entire spectrum, from school-age children to seniors. Here are some guidelines:

3-5 years: vocabulary pointing tests, articulation, early phonological awareness
5-12 years: reading, writing, working memory, executive functions, language tests
13-17 years: ADHD tests, advanced language, reasoning, verbal fluency
18-65 years: memory, attention, fluency, executive functions tests (useful post-Stroke, TBI, adult ADHD)
65+ years: screening tests for early cognitive disorders (MCI, Alzheimer's, dementias)

If you want to start with a validated quick test, our online tools are available to you for free: memory test, attention test, executive functions test, ADHD test, and mental age test. All accessible without registration, in just a few minutes.

📋 Summary of the 15 mini-tests

Click on a test to access it, then on "Print this sheet" to download the PDF.

1. Rapid articulation
2. Vocabulary pointing
3. Phonological awareness
4. Reading-decoding
5. Written comprehension
6. Dictation spelling
7. Immediate memory
8. Delayed memory
9. Selective attention
10. Verbal fluency
11. Mental inhibition
12. Flexibility
13. Mental calculation
14. Temporal awareness
15. Social communication

Domain 1 — Oral language tests (3 tests)

Oral language tests assess the patient's ability to produce and understand speech. They are essential in children to screen for language delay, articulation disorder, or developmental language disorder (DLD). In adults, they allow for the quick identification of aphasia, dysarthria, or a beginning word-finding difficulty.

TEST N°1

Rapid articulation

4 years+Articulation10 min

The patient repeats each word after the examiner. Check ✓ if the production is correct, ✗ if it is altered. Note the nature of the error (substitution, omission, distortion).

🎯 Objective : to screen for an articulatory or phonological disorder.

Word	Target phoneme	✓/✗	Word	Target phoneme	✓/✗
Dad	[p]	___	Sun	[s] [l]	___
Tomato	[t]	___	Chocolate	[ʃ] [k]	___
Cabin	[k] [b]	___	Car	[v] [t] [ʁ]	___
Candy	[b] [ɔ̃]	___	Giraffe	[ʒ] [ʁ] [f]	___
Tooth	[d] [ɑ̃]	___	Fish	[p] [s] [ɔ̃]	___
Cake	[g] [t]	___	Crocodile	[k] [ʁ] [d] [l]	___
Fire	[f] [ø]	___	Pharmacy	[f] [ʁ] [m] [s]	___
Bag	[s] [k]	___	Library	[b] [l] [j] [t] [k]	___
Cat	[ʃ]	___	Refrigerator	[ʁ] [f] [ʁ] [ʒ] [ʁ] [t] [ʁ]	___
Bunny	[l] [p] [ɛ̃]	___	Tractor	[t] [ʁ] [k] [t] [ʁ]	___

Score : ___ / 20 | Benchmarks : ≥18/20 = OK | 14-17/20 = to monitor | <14/20 = assessment recommended

💡 Pro tip : At 4 years, [ʁ] and [l] may still be unstable (late acquisition). By 6 years, all phonemes should be stabilized. Note systematic substitutions (e.g., all [s] become [ʃ]).

TEST N°2

Vocabulary pointing

3-8 yearsPassive vocabulary15 min

The examiner says a word. Among the 4 images in a row, the child points to the one that corresponds. Note ✓ or ✗.

🎯 Objective : to assess passive vocabulary (understanding of words).

Easy level (3-5 years) :

Word said	Image 1	Image 2	Image 3	Image 4	✓/✗
cat	🐱	🐶	🐰	🐭	___
flower	🌹	🌳	🍎	🌙	___
car	🚗	🚲	✈️	🚂	___
banana	🍎	🍌	🍇	🍓	___

Intermediate level (5-7 years) :

Word said

Image 1

Image 2

Image 3

Image 4

✓/✗

kangaroo

🦘

🐹

🐨

🦝

___

hammer

🔨

🪛

🔧

✂️

___

umbrella

☂️

💡 Professional advice: If the child consistently points to the same position, suspect an attention disorder or a failure strategy. Repeat the item later without them noticing.

TEST N°3

Phonological awareness

5-8 yearsPhonology15 min

The examiner reads each instruction aloud. The child responds orally. Check ✓ if correct.

🎯 Objective: assess phonological awareness, a major predictor of reading success.

Sub-test A — Syllable counting:

Spoken word	Expected response	✓/✗
cat	1	___
chocolate	3	___
banana	3	___
hippopotamus	5	___
butterfly	3	___

Sub-test B — Rhyme identification:

Question	Expected response	✓/✗
“cat” rhymes with: table — rat — apple?	rat	___
“moon” rhymes with: dog — plum — flower?	plum	___
“hand” rhymes with: bread — sun — dog?	bread	___
“car” rhymes with: plane — paint — chair?	paint	___

Sub-test C — Syllable manipulation:

Instruction	Expected response	✓/✗
Remove the 1^st syllable from “banana”	nana	___
Remove the last syllable from “chocolate”	choco	___
Reverse the syllables of “boat”	tobat / toba	___
What remains of “apple” without the [p]?	omme	___

Total score: ___ / 13 | Benchmarks 6 years: ≥10 OK | 7-9 = to monitor | <7 = assessment recommended

💡 Professional advice: A low score in phonological awareness at 5-6 years is one of the best early predictors of dyslexia. Early intervention (rehabilitation, phonological games) drastically changes the prognosis.

Domain 2 — Written language tests (3 tests)

Written language is one of the major areas of speech therapy. Specific disorders (dyslexia, dysorthographia) affect about 5 to 10% of school-aged children and are often diagnosed late. For adults in post-Stroke rehabilitation, written language tests allow for measuring the evolution of reading-writing abilities after brain injury.

TEST N°4

Reading-decoding

6-12 yearsReading10 min

The patient reads aloud as quickly as possible. Time it. Note the errors (substitution, omission, addition, hesitation > 2 sec).

🎯 Objective: assess the fluency and accuracy of decoding (speed + errors).

List 1 — Regular frequent words:

cat	tree	house	book	sun
road	girl	small	big	blue

List 2 — Irregular words:

woman	mister	second	onion	choir
aquarium	album	son	perfume	orchestra

List 3 — Pseudo-words (logatoms):

plomu	vibèce	flatron	kraneur	tropède
mistique	blourdade	chambranier	sproutel	impendile

Scoring:

List	Time	Errors	Score (correct/total)
1 — Regular	___ sec	___	___ / 10
2 — Irregular	___ sec	___	___ / 10
3 — Pseudo-words	___ sec	___	___ / 10

Benchmarks CE2: <30 sec/list, ≥9/10 per list. Benchmarks CM2: <20 sec/list, ≥10/10.

💡 Professional advice: The error profile is very informative: difficulty with pseudo-words = faulty assembly route (phonological dyslexia). Difficulty with irregulars = faulty addressing route (surface dyslexia). Diagnostic orientation table.

TEST N°5

Written comprehension

8 years+Comprehension15 min

The patient reads the text silently. Without going back to the text, they answer the questions. Note ✓ or ✗.

🎯 Objective: evaluate written comprehension (literal and inferential).

Marie is 9 years old. She lives in Bordeaux with her parents and her little brother Tom. Today is Wednesday, and she is very excited: her grandfather Henri is coming to visit her. He lives in Lyon and always takes the train to come. Marie knows he will bring chocolates and tell her stories from when he was little. The journey from Lyon to Bordeaux takes about 5 hours.

“Is Grandma not coming with him?” asks Marie to her mom. “No, she stayed in Lyon, she doesn’t feel very well at the moment.” Marie is a little disappointed, but she is happy to see Henri. She has prepared a drawing for him: a house with a big yellow sun and flowers in the garden. When Henri arrives, she will hug him tightly.

Literal comprehension questions:

1. How old is Marie?

2. What is her brother's name?

3. In which city does Henri live?

4. What day is the story set on?

5. How long does the journey take?

Inferential questions (deduction):

6. Why didn’t Grandma come?

7. Does Henri come often? How do you know?

8. How does Marie feel at the beginning? And at the end?

Scoring: 1 point for each correct literal answer, 2 points for each correct inferential answer. Score: ___ / 11

💡 Professional advice: A patient who answers well to literal questions but fails at inferential ones likely has a pragmatic disorder or receptive language disorder (typical of autism, language disorders, or weak theory of mind).

TEST N°6

Dictation spelling

7-12 yearsSpelling15 min

The examiner dictates the sentences at a normal speaking pace. The patient writes. Only one rereading is allowed. Count the errors by category.

🎯 Objective : detect a dysorthography by analyzing the error profile.

Sentences to dictate :

The black cat sleeps on the couch.
My parents are preparing a delicious cake.
The children were playing in the garden when it started to rain.
Yesterday, my sister bought beautiful red shoes.
Tomorrow, we will go to the park with our friends for a picnic.
The school I attend is ten minutes from my home.
During the holidays, I wrote several poems that my teacher appreciated.

Error analysis grid :

Type of error	Example	Number
Phonetic (the word is not read as said)	“kanapé” instead of “canapé”	___
Lexical (common word misspelled)	“femé” instead of “femme”	___
Grammatical (agreements)	“les chat noir” instead of “les chats noirs”	___
Conjugation (verb endings)	“il jouer” instead of “il jouait”	___
Homophones	“a” instead of “à”	___
Segmentation (stuck/cut words)	“j'aiacheté” instead of “j'ai acheté”	___

CE2 benchmarks : ≤8 total errors | CM1 : ≤6 | CM2 : ≤4 | 6th : ≤3

💡 Pro tip : The dominant type of error guides the diagnosis: massive phonetic errors = associated phonological dyslexia. Grammatical errors alone = isolated dysorthography. Complete assessment to propose if > threshold.

Domain 3 — Memory tests (2 tests)

Memory is the subject of many speech therapy interventions, particularly in adults (post-Stroke rehabilitation, head injuries, early dementia) and in children (ADHD, TDL with working memory deficit). The 2 tests that follow assess short-term (immediate) and long-term (delayed) memory, two distinct memory systems. For a more comprehensive test, you can use our online memory test which takes about 10 minutes.

TEST N°7

Immediate memory

6 years+Short-term Memory10 min

The examiner reads the list of words at a rate of 1 word per second. The patient repeats immediately after. Count the words correctly recalled.

🎯 Objective : assess verbal short-term memory (phonological loop).

List 1 — 5 words :

CAT — TABLE — FLOWER — CAR — BOOK

Words recalled: ___ / 5

List 2 — 7 words :

SUN — APPLE — DOG — HOUSE — TRAIN — PEN — BLUE

Words recalled: ___ / 7

List 3 — 9 words (adults) :

RIVER — MUSIC — PAN — GARDEN — PHONE — YELLOW — APPLE — VIOLIN — SCHOOL

Words recalled: ___ / 9

Bonus sub-test — Digit span :

Length	Proposed series	Succeeded?
3	4 - 7 - 2	___
4	8 - 1 - 5 - 9	___
5	3 - 6 - 9 - 2 - 7	___
6	5 - 1 - 8 - 3 - 7 - 4	___
7	2 - 9 - 4 - 7 - 1 - 6 - 8	___

Digit span benchmarks : 6 years = 4 | 8 years = 5 | 12 years = 6 | adult = 7±2

💡 Pro tip : If the forward span is significantly greater than 7 in an adult, suspect a compensatory strategy (grouping, association). If <5, suspect memory or attentional disorder.

TEST N°8

Delayed memory

10 years+Long-term Memory25 min

Step 1: read the text to the patient (or have them read it). Step 2: 15 minutes later (do another test in the meantime), ask them to recount the story. Score the recalled elements.

🎯 Objective: evaluate episodic memory (narrative events).

Text to read:

Yesterday morning, at 8 o'clock, Pierre left his house to go to work. He lived at number 12 on Acacias Street. Since it was raining, he took his black umbrella. At the bus stop, he met his neighbor Mrs. Dubois who was going to the market. She told him that she was going to buy tomatoes and cheese. The bus arrived 5 minutes late. Pierre got off at Place de la République at 8:30, and went to his office on the third floor of the big blue building.

Scoring grid (15 pieces of information):

Information	Recalled?
Yesterday morning	___
8 o'clock (departure time)	___
Pierre (first name)	___
Going to work	___
Number 12	___
Acacias Street	___
Rain	___
Black umbrella	___
Mrs. Dubois (neighbor)	___
Market	___
Tomatoes and cheese	___
Bus 5 min late	___
Place de la République	___
8:30 (arrival time)	___
3^rd floor / blue building	___

Score: ___ / 15 | Adult benchmarks: ≥10 = OK | 6-9 = to be monitored | <6 = assessment recommended.

💡 Professional advice: Compare immediate recall (test 7) vs delayed (test 8). Strong drop = impairment of consolidation (typical of Alzheimer's). Low but stable = encoding impairment (typical of ADHD, depressive syndrome).

Domain 4 — Attention tests and executive functions (4 tests)

Attention and executive functions are now considered pillars of cognitive functioning. Their evaluation is crucial in ADHD, neurodegenerative pathologies, and post-Stroke cognitive rehabilitation. To go further, we offer online a concentration and attention test as well as an executive functions test, both free and accessible without registration.

TEST N°9

Selective attention

8 years+Attention5 min

Cross out all the letters "A" in the table below, as quickly as possible and without missing any. Time it.

🎯 Objective: evaluate selective and sustained attention (equivalent to the simplified Toulouse-Piéron test).

Scoring:

Total number of A: 30
A correctly crossed out: ___ / 30
A forgotten (omissions): ___
Letters crossed out by mistake (commissions): ___
Total time: ___ seconds

Adult benchmarks: <90 sec, ≤2 omissions, 0 commissions. Degraded performance = attentional impairment (ADHD, cognitive fatigue, early dementia).

💡 Professional advice: Combination of forgetfulness + slowness = clear attentional disorder. Slowness alone = global cognitive slowdown (Parkinson's, depression). Many errors and fast = impulsivity (ADHD).

TEST N°10

Verbal fluency

8 years+Fluency5 min

🎯 Objective : evaluate verbal fluency (semantic and phonological).

Test A — Semantic fluency: ANIMALS (60 sec)

Words cited: __________________________________________

__________________________________________

Total : ___ words | Perseverations : ___ | Intrusions : ___

Test B — Phonological fluency: LETTER P (60 sec)

Words cited: __________________________________________

__________________________________________

Total : ___ words | Perseverations : ___ | Intrusions : ___

Normative benchmarks (healthy adult) :

Age	Semantic (animals)	Phonological (P)
20-50 years	≥22	≥18
50-70 years	≥18	≥15
70+ years	≥15	≥12

💡 Professional advice : Semantic asymmetry >> phonological = temporal profile (early Alzheimer's disease). Phonological asymmetry >> semantic = frontal profile (prefrontal lesion, frontotemporal dementia).

TEST N°11

Mental inhibition

10 years+Inhibition10 min

For each written word, say the COLOR OF THE INK (and not the word itself). Go as fast as possible. Time it.

🎯 Objective : evaluate inhibition capacity (adapted Stroop test). Major target in ADHD and frontal dementias.

Step 1 — Reading without interference (time it) :

RED	BLUE	GREEN	YELLOW	RED
GREEN	YELLOW	BLUE	RED	GREEN

Time : ___ sec | Errors : ___

Step 2 — Pure colors :

▓▓▓	▓▓▓	▓▓▓	▓▓▓	▓▓▓
▓▓▓	▓▓▓	▓▓▓	▓▓▓	▓▓▓

Time : ___ sec | Errors : ___

Step 3 — INTERFERENCE (say the color of the ink, do not read the word) :

RED	BLUE	YELLOW	GREEN	YELLOW
RED	GREEN	BLUE	YELLOW	RED

Time : ___ sec | Errors : ___

Interference index : Δ Step 3 - Step 2 = ___ sec

💡 Professional advice : Δ > +50 % = significant impairment of inhibition. Very sensitive in adult ADHD and early frontal pathologies (frontotemporal dementia, cognitive Parkinson's).

TEST N°12

Mental flexibility

10 years+Flexibility10 min

Alternately connect number-letter in order: 1-A-2-B-3-C... as quickly as possible, without error. Time it.

🎯 Objective : evaluate mental flexibility (equivalent of the Trail Making Test B).

Step 1 — TMT-A (numbers only in order) :

Connect 1 → 2 → 3 → ... → 12 in order :

731159

1812210

64

Time : ___ sec | Errors : ___

Step 2 — TMT-B (alternation numbers-letters) :

Connect 1 → A → 2 → B → 3 → C → ... → 6 → F :

3B5AF

1D26C

E4

Time : ___ sec | Errors : ___

Flexibility index : ratio TMT-B / TMT-A = ___

Benchmarks : ratio < 2 = OK | 2-3 = to monitor | > 3 = probable executive impairment

💡 Professional advice: Test sensitive to frontal and cerebellar impairments. In TMT-B, breaking pairs (forgetting to alternate) is more telling than just slowness. Test widely used post-Stroke.

Domain 5 — Cross-sectional tests (3 tests)

The last 3 tests cover essential cross-sectional areas in speech therapy: calculation (often affected in specific learning disorders and dementias), temporal orientation (essential assessment for seniors), and social communication (major target in autism and pragmatics).

TEST N°13

Mental calculation

7 years+Calculation10 min

The patient solves the operations mentally. The examiner reads the instructions and times. No paper or pencil (unless otherwise indicated).

🎯 Objective: assess number sense, mental calculation, and numerical working memory.

Level A — Simple additions and subtractions (CE1-CE2):

Operation	Response	✓/✗	Time
7 + 5 = ?	___	___	___ sec
13 - 6 = ?	___	___	___ sec
9 + 8 = ?	___	___	___ sec
15 - 7 = ?	___	___	___ sec
23 + 9 = ?	___	___	___ sec

Level B — Multiplications (CM1):

Operation	Response	✓/✗	Time
6 × 7 = ?	___	___	___ sec
8 × 9 = ?	___	___	___ sec
12 × 5 = ?	___	___	___ sec
15 × 4 = ?	___	___	___ sec
25 × 3 = ?	___	___	___ sec

Level C — Problems (middle school +):

Problem	Response	✓/✗
If I give €27 on a €50 bill, how much change do I get?	___	___
A dozen eggs costs €4.80. How much does one egg cost?	___	___
14 × 25 = ?	___	___
What is 75% of 80?	___	___
If a car travels at 90 km/h, how far does it go in 20 min?	___	___

Score: ___ / 15

💡 Professional advice: In case of massive difficulty, suspect dyscalculia (in children) or acquired acalculia (in adults post-Stroke). Test to be complemented by ZAREKI-R or TEDI-MATH for diagnosis.

TEST N°14

Temporal orientation

AdultsOrientation5 min

Ask the questions one by one. Note ✓ if correct,

🎯 Objective : assess temporal and spatial orientation (screening test for early cognitive disorders in seniors).

Sub-test A — Time :

Question	Patient's answer	✓/✗
What is today's date?	___	___
What day of the week is it?	___	___
What month are we in?	___	___
What year are we in?	___	___
What season are we in?	___	___

Sub-test B — Space :

Question	Patient's answer	✓/✗
In which country are we?	___	___
In which city/village?	___	___
In which department/region?	___	___
On which floor/what room?	___	___
What is the name of the place we are in?	___	___

Sub-test C — Biographical markers :

Question	Answer	✓/✗
What is your last name?	___	___
What is your first name?	___	___
What is your date of birth?	___	___
How old are you?	___	___
Where were you born?	___	___

Total score: ___ / 15 | Healthy adult: 15/15 expected. Any error is suspicious in an adult.

💡 Pro tip: Temporal disorientation is one of the first signs of Alzheimer's disease. If more than 2 errors in sub-test A, schedule an MMSE and a neurological consultation.

TEST N°15

Social communication

8 years+Pragmatic15 min

Read each situation to the patient. They must say what the person feels or what should be answered. Note the accuracy of the response.

🎯 Objective : assess the pragmatics of language and social cognition.

Situation 1 — Emotion recognition :

« Marie lost her favorite cat this morning. When she gets home, she is crying. How does she feel? » → Answer: ___

Expected: sad / grieving / unhappy / desperate

Situation 2 — Intention understanding :

« Pierre forgot his wife's birthday. At dinner, he says: "You made a great cake, do you want me to clear the table?" Why does he offer to clear? » → Answer: ___

Expected: to make up for it / because he knows he forgot / to compensate for his forgetfulness

Situation 3 — Lie detection :

« The child comes home from school with blank homework. He tells his mother: "The teacher didn't give us anything today." Is the child telling the truth? Why? » → Answer: ___

Expected: no, he is lying / to avoid having to do them / because he forgot to do them

Situation 4 — Sarcasm :

« The waiter spills coffee on the customer's white shirt. The customer says: "Great, that's exactly what I wanted this morning." Is the customer happy? » → Answer: ___

Expected: no, he is angry / he says the opposite of what he thinks / it's ironic

Situation 5 — Faux pas :

« At a dinner, a guest says: "I hate blondes, they are stupid!" Another guest, who is blonde, is sitting next to him. Is there a problem? Which one? » → Answer: ___

Expected: yes, the guest offended/hurt the blonde / he should have kept quiet / social faux pas

Situation 6 — Metaphor :

« The doctor says to Lucas's father: "Your son has a memory like an elephant." What does the doctor mean? » → Answer: ___

Expected: Lucas has an excellent memory / he remembers everything / image of the elephant that never forgets

Score: ___ / 6 | Benchmarks: 6/6 = OK | 4-5 = borderline | ≤3 = probable pragmatic disorder.

💡 Professional advice: Test very sensitive to ASD (failure on faux pas, sarcasm, metaphor) and certain right aphasias. Discriminating for differentiating ASD from simple language delay in children.

How to interpret the results of these tests?

Having completed one or more tests is one thing. Understanding what the results mean is another. Here are the key principles to keep in mind.

A single test is not a diagnosis

None of the tests presented in this article is sufficient, on its own, to make a diagnosis. A low score on a test simply indicates that there may be a difficulty in the assessed area. This difficulty can have many causes: fatigue, stress, lack of motivation, distraction, sensory problem (vision, hearing), or a true cognitive disorder. Only a comprehensive clinical evaluation by a qualified professional can provide a definitive answer.

Similarly, a normal score does not definitively rule out a disorder. Some conditions (notably subtle DYS disorders, inattentive ADHD, early-stage dementias) may not reveal themselves on quick tests and require more thorough and standardized evaluations.

How to decide to consult?

Here are some indicators that should lead you to consult a speech therapist, a doctor, or a neuropsychologist:

Several converging low scores in related areas (for example: low articulation + low phonological awareness in a 6-year-old child → strong suspicion of speech/language delay)
A very low score on an isolated test (for example: digit span of 3 in a 50-year-old adult → suspicion of memory disorder)
A degradation compared to a previous test (is your relative doing worse than 6 months ago?)
A functional impact (the patient can no longer do what they used to do: driving, managing accounts, reading)
Complaints from the patient themselves or from those around them (“he forgets everything,” “she no longer understands”)

For structured follow-up over time, you can use our skills tracking table which allows you to record test scores on different dates and visualize progress.

And after the test, what to do?

Several directions are possible depending on the results and the context:

If everything is within the norm and you have no particular concerns: monitor, retest in 6-12 months.
If some scores need monitoring: note, use our speech therapy games/exercises to stimulate fragile areas, retest in 3 months.
If several scores are clearly low: consult a doctor (general practitioner, pediatrician, neurologist) who will prescribe a speech therapy or neuropsychological assessment as needed.
If you are a healthcare professional: use these tests as a preliminary assessment, and complement with appropriate standardized tools (BILO, EVALEO, MT-86, MMSE, MoCA, etc.).

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Frequently Asked Questions about Online Speech Therapy Tests

Are these tests scientifically validated?

The tests presented here are rapid screening tools, designed based on proven principles (Stroop, verbal fluency, digit span, TMT…) but simplified for accessible use. They are not validated diagnostic tools. For that, standardized tests (BILO, EVALEO, MMSE, MoCA, BDAE…) administered by trained professionals should be used.

Can my child take these tests alone?

No, except for children aged 12-14 who may be able to self-administer certain written tests. For younger children, the presence of an adult (parent, teacher, professional) is essential to read the instructions, time the tests, and record the answers. The testing takes about 10 to 15 minutes per test.

How many tests should be taken to have a good overview?

It depends on the context. For a quick screening in a child, 3-4 well-chosen tests (for example: articulation + vocabulary + reading + memory) already provide a global view. For an adult with cognitive complaints, 5-7 tests covering memory, attention, fluency, and executive functions are recommended. There's no need to do all 15 at once: spread them over several sessions to avoid fatigue.

My child received poor scores. Should I be worried?

Not immediately, but it is recommended to consult. Several factors can explain a poor score (fatigue, stress, off day), but consistently low results across multiple tests should raise concern. Make an appointment with your pediatrician or primary care physician who can prescribe a speech therapy assessment. The timeliness of intervention is a key factor for a good prognosis in all DYS disorders and language issues.

Are there online tests for adults?

Yes. DYNSEO offers several cognitive tests online for free: a memory test, a concentration and attention test, an executive functions test, an ADHD test, and a mental age test. All take less than 10 minutes and provide immediate results with clear interpretation.

Are the tests usable for an aphasic patient?

With adaptation, yes. For aphasic patients in post-Stroke rehabilitation, prioritize tests: 1 (articulation), 7 (immediate memory), 9 (attention), 14 (orientation), 15 (communication). Adapt the instructions (simplify them), extend the times, accept pointing instead of verbal productions. For an accurate aphasia assessment, use the BDAE, GREMOTs, or MTA.

How long should I wait between two assessments?

To measure real progress, wait at least 3 months. A new assessment too soon would be biased by the learning effect (the patient remembers the items and performs better without real cognitive improvement). For progressive conditions (Alzheimer's disease, dementias), an assessment every 6 months is generally recommended.

Can these tests be used for ADHD screening?

Several tests here (9 attention, 11 inhibition, 12 flexibility) are sensitive to ADHD. However, the diagnosis of ADHD does not rely solely on cognitive tests: it combines clinical interviews, standardized scales (Conners, ADHD Rating Scale), multi-environmental observations (school/home), and differential assessment. Our online ADHD test provides a first orientation, but does not replace a specialized consultation.

To go further

You have explored our 15 mini-speech therapy tests. To go further in your journey, several DYNSEO resources are available to you:

Interactive online cognitive tests: our free tests cover memory, attention, executive functions, ADHD, and mental age. Immediate results without registration.
Printable exercises: if a domain appears weak, our dedicated articles offer specific training sheets. See our printable speech therapy exercises and our specific adult exercises.
Office activities for speech therapists: for professionals, our 15 office activities and our free speech therapist materials wonderfully complement the screening phase.
Structured follow-up: use our skills tracking chart to trace developments over time. Ideal in the office, at school, or at home.
Personalized AI Coach: AI Assist Coach offers training plans tailored to your results and cognitive goals.
Professional training: our Qualiopi training covers the rehabilitation of cognitive and neurodevelopmental disorders.

Cognitive and language assessment is a fascinating field that combines scientific rigor and clinical observation. Whether you are a parent, patient, caregiver, or professional, these tests provide you with a first free and accessible insight. But remember: in case of doubt, always consult a healthcare professional. The timeliness of diagnosis and management is one of the most determining factors for a good prognosis in all cognitive and language disorders.

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