Maybe you have spent a lifetime rereading emails until they finally land, and now you are watching your own child struggle with the same page. Maybe school notes keep coming home about reading that does not match how bright your kid clearly is. Our dyslexia testing in Stoughton, WI examines exactly where reading breaks down for children, teens, and adults alike, and no referral is needed to start.
We begin every evaluation with a baseline of cognitive and executive function, then tailor the rest to the reader in front of us. The same licensed psychologist carries your case from intake through feedback, while an in house learning disability specialist handles the reading specific testing at their side, so nothing slips through the cracks between providers. Screening for the conditions that often ride along with dyslexia is built in from the start.
Sounds that will not attach to letters, reading aloud that stays slow and labored, and a tendency to guess a word the moment they see its first letter. Watch for the same word spelled differently within a single page and a widening gap between a curious mind and stalled reading.
Homework that swallows the evening because the reading alone is exhausting, spelling that never quite firms up, and a growing reliance on audiobooks or memory to keep pace. Effort keeps climbing while the results stay flat, and the frustration is real.
A quiet dread of reading aloud, paragraphs that need a second or third pass, and the long held belief that everyone else finds this easier. Plenty of adults only put a name to it after their child is evaluated and the description suddenly reads like a page from their own life.
The first hour is a conversation. Your psychologist builds a careful history of reading and language, from the first attempts at literacy through the difficulties bringing you in today, and that history points toward the dyslexia specific tools most likely to give a precise answer.
From there, your psychologist designs a testing battery around the individual, combining wide ranging cognitive and executive function measures with pointed reading and phonological processing work led by our learning disability specialist. Plan on about 2 to 6 hours of in person testing across one to two days, plus questionnaires for you and for the teachers or others close to the learning.
Every result, from both the psychologist and the learning disability specialist, is folded into one thorough diagnostic report spanning cognitive ability, phonological processing, reading fluency, comprehension, and any conditions found alongside, such as ADHD or another learning difference.
Usually within two to three weeks you come back for feedback, where both clinicians explain the findings and hand you individualized recommendations, from reading intervention approaches and academic accommodations to assistive technology and the specific next steps that suit you.
No, none at all. Core Spring Diagnostics sees you directly, for any reason you choose, without a referral from anyone. If it helps to loop in your child’s school or another provider, we will happily coordinate, but that decision stays entirely with you.
Reading difficulties deserve testing built for reading. The psychologist manages the cognitive and executive baseline, the overall clinical picture, and the screen for co occurring conditions, and the learning disability specialist carries out the reading focused measures. Because both take part in feedback, you leave with a full and accurate picture instead of a single snap judgment.
Slow reading can come from many things; dyslexia is a distinct difference in how written language is decoded, and it has nothing to do with how smart or hardworking someone is. A formal evaluation tells genuine dyslexia apart from weak early instruction or other factors and shows exactly where the reading process is stalling.
Yes, we assess children, teens, and adults. A good number of our adult clients come in after decades of quietly compensating, frequently right after a child of theirs is diagnosed. We shape the evaluation around your life stage and the settings where reading counts most, from graduate school to your career.
Yes. It sets out concrete findings and recommendations that schools, colleges, and employers can act on, covering an IEP, a 504 plan, extended time, and assistive technology. We keep the language plain so the report is something you can genuinely use, not decode.
Reach our Madison office at (608) 396 4830, and we will talk through what to expect and answer your questions before anything is booked. Remember, no referral is required to schedule.
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