In my master's thesis, I explore the differences in solving the
Triton subtest, which is part of the Invenio project, between
students with dyslexia and those without dyslexia. The aim was
to identify specific solution patterns in students with
dyslexia that could potentially serve as a basis for further
research allowing dyslexia screening using the Triton subtest.
Analyses based on generalized linear mixed models included 6003
students from the 4th and 5th grades, of which 249 had
dyslexia. A greater number of instructions negatively affected
all students, regardless of whether they had dyslexia or not. I
did not find support for the claim that students with dyslexia
compensate for their deficit in handling complex items by using
more shifts of game objects. Dyslexia itself was not associated
with the time spent on an item but interacted with the
complexity of the item. Based on these results, I would
recommend further exploration of variables such as accuracy of
item response, time spent on an item, item complexity, IQ, and
gender for future use of the Triton test. To attain greater
precision, future research could benefit from concentrating on
the specific characteristics of students with dyslexia in other
diagnostic tests.