You’ve been told by a school to be patient but with limited (or no) data. 

You’ve been told by a teacher that your child is behind grade level but with no data or with data that doesn’t “ring true.”

You are waiting for a psych-ed evaluation but want reading-specific information sooner.

You are frustrated and you just don’t understand why your child can’t read.

You have a family history of dyslexia and you want to look for warning signs. 

You want to help your child learn to read but you don’t know where to start.

You notice differences between this child and your other children or the child’s peers.

One half-hour parent interview covering the child’s education history, the child’s development, family history, and the child’s interests. 

One two-hour assessment. This includes several validated, reliable reading assessments with built in movement breaks and a creative or building activity. Keeping the session fun allows us to get the most accurate data during the assessments. 

A written report including all assessment data, interpretations, observations, and recommendations. 

Follow up call with parents explaining the report and the suggestions for next steps. 

Quick turnaround: sessions can be scheduled quickly and reports are delivered within 4-5 business days. 

Actionable information: instead of vague domains, all data is presented with examples and information on what and how to remediate.

Client fidelity: I work for you and share everything I see. I am not recruiting tutoring clients; I’m not selling a remediation program; I’m not balancing the workload of a teaching staff; I’m not conserving school resources. I administer high quality, valid, reliable tests and apply my observational skills to share a detailed report with you. 

Compassion: I know firsthand the fear of not knowing how to help your child. I also know the flip side: empowered by data, you can get your child the help they need.

You have a psych-ed evaluation scheduled within the next month.

Your child works with a tutor and you want to “cross-check” their effectiveness. 

Your child’s reading delays are already explained by other factors.

Your child learned to speak English within the last two years.*

Your child is an advanced reader and you are looking for data to support entry to accelerated or gifted programs. 

Your child shows signs of hyperlexia or is experiencing alexia.* 

Your child has completed a comprehensive 1:1 reading assessment at school with a learning specialist. 

No diagnosis. I only assess literacy. A comprehensive psych-ed evaluation would compare reading/writing deficits to other developmental and cognitive dimensions, looking for unexpected disconnects.

Not “admissible evidence” for services or accommodations. Depending on your child's school, their learning team may or may not take my report into consideration. Often, a public school will only accept private evaluations from a licensed psychologist or neurologist.