Maybe you already sense what is going on and what you really need is documentation a school will act on: proof of where reading breaks down and what supports it calls for. That is what a thorough evaluation delivers. Dyslexia Testing in Cottage Grove, WI produces answers you can use, and no referral is required to begin.
We open every evaluation with a baseline of cognitive and executive function, then direct the testing at your specific reading concern. A single licensed psychologist guides the process from intake to feedback, and an in house learning disability specialist administers the reading focused measures alongside them, so the findings stay connected. Children, teens, and adults are all evaluated, and each assessment screens for the conditions that frequently occur with dyslexia.
Sounds are hard to attach to letters, look alike words get confused, and reading aloud is avoided when possible. You may notice frequent guessing from the first letter, one word spelled two ways on a single page, and an obvious gap between how bright they are and how reading is going.
Reading assignments stretch far longer than they should, spelling stays weak, and written tasks get postponed. Leaning on memory, notes, or audio becomes routine, and each stretch of effort that fails to move the grade adds to a growing frustration.
Reports are read a second or third time before they register, reading aloud is skipped, and written work moves slowly under a quiet layer of stress. For many, the realization comes only when a child is diagnosed and the profile mirrors their own years in school.
The process starts with about an hour of conversation about reading and language development, from early milestones to the difficulties you are seeing today. That picture determines which dyslexia specific assessments will give the most accurate diagnosis.
Your psychologist then coordinates a personalized battery that combines broad cognitive and executive testing with reading and phonological measures run by an in house learning disability specialist. Testing takes about 2 to 6 hours in person over one to two days, and questionnaires are sent to you and to teachers or others close to the learning.
Data from both clinicians is assembled into one detailed report covering cognitive ability, phonological processing, reading fluency, comprehension, and any co occurring conditions found during the evaluation, so schools and families work from the same clear document.
Around two to three weeks after testing you return for a feedback session, where we explain the diagnosis in everyday language and provide individualized recommendations: reading intervention, academic accommodations, and assistive technology matched to the specific needs we identified.
No. Core Spring Diagnostics never requires one. You may reach out directly, for any reason, and if you want us to coordinate with your child’s school or another provider, we will gladly do so at your request. The decision remains entirely yours.
Reading disorders call for specialized testing and focused expertise. The psychologist covers the cognitive and executive baseline, the overall clinical picture, and screening for co occurring conditions, while the in house learning disability specialist handles the reading specific measures. Because both take part in feedback, the conclusions are more complete and more accurate.
Slow reading can come from many things; dyslexia is a specific difference in how written language is processed, unrelated to intelligence or motivation. A formal evaluation distinguishes true dyslexia from instructional gaps or other factors and maps exactly where reading breaks down so the appropriate supports can be put in place.
Yes. Our evaluations include children, teens, and adults, and many adults come in after a lifetime of compensating, often once their child is diagnosed. We adapt the testing to your stage of life and to the environments where reading matters most, from college to the workplace.
Yes. This is often exactly why families come to us. The report documents specific findings and recommendations that schools, colleges, and employers can implement, including an IEP, a 504 plan, extended time, and assistive technology, written plainly so it is genuinely usable.
Call our Madison office at (608) 396 4830 and we will discuss your concerns and arrange the initial consultation. There is no referral to obtain beforehand, just a conversation whenever you are ready to begin.
"*" indicates required fields
"*" indicates required fields
Thank you for sending us your information. We’ve received your details and will be in touch soon.
