Many children need extra practice when they are first learning to read. The concern is when reading continues to feel unusually difficult despite quality instruction, tutoring, and consistent support.

A comprehensive dyslexia evaluation can help determine whether your child is developing more slowly, has dyslexia, or is struggling because of attention, language, memory, anxiety, or another underlying factor.

Absolutely.

Many children with dyslexia are highly intelligent, curious, and strong problem-solvers. They often compensate by memorizing words, using context clues, listening carefully, or simply working much harder than their classmates.

Because of these strengths, dyslexia is sometimes overlooked until reading demands increase in later elementary school, middle school, or high school.

Yes, but grades don't always tell the whole story. Some children keep up academically through tutoring, parental support, memorization, audiobooks, or spending significantly more time on homework than their peers.

The more important question is: How much effort does it take for your child to achieve those grades?

Reading concerns can often be evaluated as early as kindergarten or first grade when learning to read is not progressing as expected.

However, many children are first identified in later elementary school, middle school, or high school when reading becomes more demanding and compensation strategies are no longer enough.

Your child does not need to be failing before an evaluation is appropriate.

School evaluations are designed to determine whether a student qualifies for special education services under educational guidelines.

A private neuropsychological evaluation focuses on understanding why your child is struggling. Depending on your child's needs, the evaluation may examine reading, language, memory, attention, executive functioning, processing speed, writing, spelling, and emotional functioning.

The goal is to provide diagnostic clarity and a practical roadmap for intervention and school support.

If your district has approved an Independent Educational Evaluation (IEE), you may be able to choose an independent evaluator who meets the district's requirements.

Before scheduling, we encourage families to send us the district's IEE approval letter and evaluator criteria. We can review the approved scope of testing, funding guidelines, and payment process to determine whether the evaluation can be completed through the IEE.

Yes. Dyslexia and ADHD commonly occur together.

Some children primarily struggle with decoding and reading fluency, while others also have difficulty sustaining attention, organizing work, remembering directions, or working efficiently.

A comprehensive evaluation helps determine whether one condition or multiple conditions is contributing to your child's learning profile.

Every evaluation is individualized based on your child's history, concerns, and learning profile.

Depending on your child's needs, testing may include:

• Reading and decoding

• Phonological processing

• Sight-word reading

• Reading fluency

• Reading comprehension

• Listening comprehension

• Language skills

• Writing and spelling

• Memory

• Attention

• Executive functioning

• Processing speed

• Emotional functioning

The goal is not simply to generate scores. It is to understand how all of these areas work together to explain your child's reading difficulties.

The purpose of the evaluation is to replace uncertainty with a clear plan.

After the evaluation, you'll understand:

• Why your child is struggling to read

• Whether dyslexia or another condition is contributing

• Which reading skills need intervention

• What type of instruction may be most appropriate

• Which accommodations should be considered at school

• What your next steps should be at home, in school, and with outside providers

Our goal is for every family to leave with confidence, clarity, and a practical roadmap—not more questions.