Academic Assessments

Learning disabilities are determined to exist when a person has difficulty learning even though they have the cognitive capability and have been in an appropriate educational environment. Dyslexia is the term used when with difficulty reading. Dysgraphia is the term used for difficulty with writing. Dyscalculia is the term used for difficulty with mathematics.

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Dyslexia is the most common learning disability. Most children with dyslexia have trouble recognizing the basic sounds of speech (phonemes). They often have trouble connecting the speech sound (the /b/ sound) with the letter symbol for that sound (“b”). Difficulties with phonological processing make it hard for children with dyslexia to sound out words. Because of the time it often takes to sound out a word, the meaning of the word is often lost which can result in poor reading comprehension. Trouble with spelling is often found as well, given the difficulties in putting phonemes together to form words.

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Warning signs of dyslexia, often beginning in preschool and kindergarten, include pronunciation problems, difficulty rhyming words, problems learning the connection between letters and sounds, letter reversals, inversions, transpositions, difficulty sounding out words, and resistance to reading activities.

Because of the importance of early detection, we have begun offering dyslexia screening evaluations in addition to our full psychoeducational evaluations for learning disabilities. Our dyslexia screener provides very basic information to determine if intervention is necessary to promote reading success. The dyslexia screener includes a brief cognitive evaluation, pre-reading and reading accomplishments, and phonological processing. A concise written statement of the results is provided to parents. Although no diagnosis may be made, the screener provides essential information for the determination of the need for intervention. It is appropriate for children who have no attentional, emotional, or other learning issues.

When considering an identification for a learning disability, it is essential to assess both the individual’s academic and cognitive processing.  Needs with cognitive processing (nonverbal reasoning, language processing, memory, attention, executive functioning, processing speed) can be causing or contributing to the individual’s difficulties with learning.  

Identifying the causes of the learning difficulty and evaluating a student's strengths and weaknesses help you understand why your child or student learns the way he or she does and provides valuable individualized recommendations and strategies. 

DYSLEXIA SCREENING

A briefer assessment for young students who may at risk for learning concerns or those preferring s screening before a comprehensive evaluation. We evaluate cognitive processing, emerging academic skills, and and early risk indicators of dyslexia. If indicated, evidence-based targeted recommendations are outlined to intervene early before more significant problems occur.  

Basic reading, reading comprehension, and reading fluency; cognitive processing related to reading  (e.g., phonological and orthographic processing, rapid naming, working memory).

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(Math/Dyscalculia and Writing/Dysgraphia screenings available separately)

This comprehensive LD rule-out assessment evaluates factors causing a child or adult to struggle with reading, spelling, or other learning problems, and provides a formal diagnosis and recommendations.

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Including cognitive, achievement, and various measures of processing, evaluations will provide in-depth information about several factors of intelligence (e.g., factual knowledge, short-term memory, abstract reasoning, visual-spatial abilities, and common sense), academic strengths and weaknesses, mastery of specific subjects, helps to the presence of a learning disability as determined by skill development such as phonological or orthographic processing.

The results are commonly used by many educational programs to determine if one meets criteria for a “Learning Disabled” classification. Does not include ADHD rule-out.