New Tools to Better Identify Learning Disabilities in Multilingual Environments

Better detection of specific learning disabilities in Luxembourg’s multilingual context is the objective of the new standardised LuxLeseTest and LuxMatheTest, developed by the University of Luxembourg in collaboration with the Centre pour le développement des apprentissages Grande-Duchesse Maria Teresa (CDA). These tests were officially presented on 23 April 2025 at the École nationale de santé du Luxembourg, in the presence of HRH Prince Louis, the Minister for Education, Children and Youth, Claude Meisch, as well as representatives from the CDA and the University of Luxembourg. 

Detecting learning difficulties such as dyslexia, dysorthographia or dyscalculia is a complex process. Until now, there have been no standardised tests tailored to Luxembourg’s multilingual context, making it necessary to rely on assessments designed for children whose first language is German. Consequently, the use of these tests may result in the misdiagnosis of children. "Every child should be assessed in light of their linguistic profile, not penalised because of it. These new tests represent a major step forward towards greater equity in our education system,” emphasised Minister Claude Meisch.

Reliable tests tailored to students' language needs

To improve the detection of specific learning difficulties within the Luxembourg context, the Luxembourg Centre for Educational Testing (LUCET) at the University of Luxembourg, in collaboration with the Centre pour le développement des apprentissages Grande-Duchesse Maria Teresa (CDA), has developed two sets of standardised tests: the LuxLeseTest and the LuxMatheTest, which assess reading, written expression and mathematics. These tools feature short, simple instructions and a language of instruction that adapts to each student's language profile. This allows for a more reliable assessment, regardless of whether the child speaks Luxembourgish or another language at home.

By taking each pupil’s individual linguistic situation into account, these tests enable a clearer distinction between challenges related to language background and specific learning difficulties. In doing so, they support more targeted support measures, tailored to each child’s individual needs.

At the same time, the University of Luxembourg has produced a third battery of tests, which will also be made available to national education authorities. Fluide Intelligenz Luxembourg (FLUX) will provide a means of assessing children's cognitive abilities in Luxembourg’s multilingual environment. To mitigate the impact of students’ linguistic profiles on test outcomes, FLUX employs abstract tasks and animated visual guidance.

The three test batteries are aimed at pupils in cycle 3.1. It is at this age that the CDA receives the majority of reports concerning pupils with learning difficulties, as the focus on literacy concludes and the school curriculum becomes increasingly complex. With regard to test administration, these test batteries are intended for qualified professionals — such as psychologists, pedagogues, and speech and language therapists — working within special educational needs support teams (ESEB) and skills centres.

Thanks to these three sets of tests, Luxembourg now has diagnostic tools that are better suited to its linguistic reality — supporting a fairer and more inclusive education system.

Press release by the Ministry of Education, Children and Youth