Maybe the reading assignments keep piling up while your teenager falls further behind, working twice as hard for half the ground. Maybe your younger one still cannot make letter sounds stick no matter how many times you practice. Our dyslexia testing in Mount Horeb, WI pinpoints where reading is breaking down for learners of any age, and you can begin without a referral.
Each evaluation opens on a baseline of cognitive and executive function and then bends toward the particular way reading is failing this reader. A single licensed psychologist guides the process end to end, and our in house learning disability specialist takes on the reading specific testing right alongside them, which keeps the whole picture in one place. We assess children, teens, and adults, and we routinely screen for the conditions that so often travel with dyslexia.
Letter sounds that refuse to stay learned, reading aloud that is halting and hard, and constant guessing off the first letter of a word. You may catch the same word spelled two ways on one page, alongside an obvious gap between a bright kid and reading that will not click.
Texts that take far too long to get through, spelling that stays unreliable, and a slow retreat from anything requiring written work. Many lean on memory or audio to survive class, all while the gap with peers holds steady no matter how much effort goes in.
Sidestepping reading aloud, circling back over the same lines to make them stick, and a background hum of anxiety around written tasks. A lot of adults never name it until their own child is diagnosed and the profile suddenly describes them too.
We start with roughly an hour of talking, as your psychologist gathers a full account of reading and language growth, from early milestones to the current sticking points. That story guides which dyslexia specific assessments will pin down the clearest diagnosis.
Next, your psychologist builds a testing battery for the individual, joining broad cognitive and executive function work with focused reading and phonological measures administered by our learning disability specialist. Testing runs about 2 to 6 hours over one to two days, and questionnaires go out to you and to the teachers or others involved in the learning.
Data from the psychologist and the learning disability specialist alike are assembled into one detailed diagnostic report, describing cognitive ability, phonological processing, reading fluency, comprehension, and any co occurring conditions uncovered along the way, ADHD among them.
About two to three weeks on, you return for feedback, where both clinicians walk through the diagnosis and offer individualized recommendations, including reading intervention strategies, academic accommodations, assistive technology, and next steps shaped to your needs.
No. You will never need a referral to be seen at Core Spring Diagnostics. Scheduling is direct and open to you for any reason, and if you want us to coordinate with your student’s school or another provider, we are happy to; the choice belongs to you.
Reading disorders call for testing designed specifically for reading. Your psychologist handles the cognitive and executive baseline, the wider clinical view, and the screen for other conditions, while the learning disability specialist administers the reading measures. Both join the feedback session, so the result is a complete, accurate picture rather than a rushed verdict.
Being a slow reader can stem from all sorts of causes; dyslexia is a specific difference in how written language is processed, independent of intelligence or effort. A formal evaluation distinguishes true dyslexia from thin early instruction or other factors and marks the exact place where reading is coming apart.
Yes. We evaluate children, teens, and adults, and many of our adult clients arrive after a lifetime of workarounds, often triggered by a child’s diagnosis. We adapt the evaluation to your stage of life and to the environments where reading matters most, whether that is university or your profession.
Yes. The report spells out specific findings and recommendations that schools, colleges, and employers can put into practice, including an IEP, a 504 plan, extended time, and assistive technology. Because it is written plainly, you can hand it over and have it understood.
Phone our Madison office at (608) 396 4830 and we will explain the process and answer whatever you would like to know before booking. No referral is necessary to reserve a time.
"*" indicates required fields
"*" indicates required fields
Thank you for sending us your information. We’ve received your details and will be in touch soon.
