Our RecommendationsPlease note that the following service providers and organizations are NOT affiliated with Dyslexia Advocacy Action Group.
We DO NOT receive payments for recommending them - NOR SHOULD WE (as this would mean we have a conflict of interest). We strive to present good accurate information and hope that soon we can offer FREE evaluations for students who otherwise would have no access. Please contact us if you need help getting your child evaluated. We appreciate your feedback - please send us feedback about services recommended on this website: teachreadingnow@gmail.com Find the right educational psychologist by asking if they use the FEIFER Assessment of Reading (FAR) along with the other battery of tests that are needed. Dyslexia is on a spectrum and means that some skills needed for reading are weaker and need remediation. It is vital to measure these skills and match the weakness to a remediation that works. |
Dr. Erin McDonoughErin M. McDonough, Ph.D. Psychological Diagnostic Evaluations of New York 1044 Franklin Ave Suite 215 Garden City, NY 11530 Call: (516) 240-8212 here: http://psychdxny.com Independent Educational Evaluation: Who Pays?We have seen psychologists charge up to $15,000 for a 3.5 hour evaluation! A three and a half hour evaluation for dyslexia should never cost more than $1,400. An educational evaluation for dyslexia should always include the Feifer Assessment of Reading (along with the other battery of tests). Many evaluation reports have no diagnosis, or they may state that the child is a "slow reader" (but not why!!), even when symptoms are clear. The reason for this, is that the default psychologist training does not include evaluating for dyslexia. Most look at reading speed and comprehension, in other words not the true reading skill weaknesses that expose risk of dyslexia. See our page on reading skills HERE.
If your school district has evaluated your child, but has not identified why your child is struggling to read, or you feel that they did not explore the root causes you can request an independent evaluation at cost to the school. Email a formal letter of request (CC your child's teacher and the Principal), your school district has 30 days to respond (by law). Read about education law at WRIGHTS LAW HERE Here are some template independent evaluation request letters to download: 
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Example of an Independent Educational Evaluation Request Letter
Thanks to: WRIGHTS LAW
Amy R. Smith
55 Witten Drive Stamfire, CT 06906
Home: 203-123-4567 cell: 203-891-2345
AmySmith@ail.com
55 Witten Drive Stamfire, CT 06906
Home: 203-123-4567 cell: 203-891-2345
AmySmith@ail.com
January 17, 2012
Nelly Koch, Special Education Teacher
Happy Elementary School
345 Main Street
Stamfire, CT 06906
Re: Request for reading evaluation for Jimmy Smith
Faxed and also send via first class mail
Dear Nelly,
My son Jimmy Smith is a 10 year old boy in the 5th grade, yet he reads on a kindergarten level and has made minimal progress during his 7 years at Happy Elementary School. Despite his significant challenges, he has never had a formal reading evaluation nor has he had services from a reading specialist in Stamfire Public Schools.
What is the plan to bring Jimmy’s reading ability to grade level?
I am requesting a comprehensive reading evaluation by a qualified reading specialist to determine what peer-reviewed, evidence-based reading program Jimmy needs to become a proficient reader. In order to avoid any misunderstanding as to what exactly I am asking for, I have attached a list of reading definitions from No Child Left Behind. Given the enormous reading gap between Jimmy and his same-age peers, I am asking that this request be attended to without any delay.
Thank you.
Amy R. Smith
Copy to: Molly Arbet, Principal of Happy Elementary School
Sally Simpson, 5th grade teacher, Happy Elementary School
Enclosure: 4 Definitions About Reading in No Child Left Behind
4 Definitions About Reading in No Child Left Behind
1. Legal definition of reading The term 'reading' means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
2. Legal definition of the essential components of reading instruction
The term 'essential components of reading instruction' means explicit and systematic instruction in-
(A) phonemic awareness;
(B) phonics;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
3. Legal definition of scientifically based reading research
The term 'scientifically based reading research' means research that-
(A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and
(B) includes research that-
(i) employs systematic, empirical methods that draw on observation or experiment;
(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and
observations; and
(iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
4. Legal definition of a diagnostic reading assessment The term 'diagnostic reading assessment' means an assessment that is-
(i) valid, reliable, and based on scientifically based reading research; and
(ii) used for the purpose of-
(I) identifying a child's specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3;
(II) determining any difficulties that a child may have in learning to read and the potential cause of such difficulties; and
(III) helping to determine possible reading intervention strategies and related special needs.
Nelly Koch, Special Education Teacher
Happy Elementary School
345 Main Street
Stamfire, CT 06906
Re: Request for reading evaluation for Jimmy Smith
Faxed and also send via first class mail
Dear Nelly,
My son Jimmy Smith is a 10 year old boy in the 5th grade, yet he reads on a kindergarten level and has made minimal progress during his 7 years at Happy Elementary School. Despite his significant challenges, he has never had a formal reading evaluation nor has he had services from a reading specialist in Stamfire Public Schools.
What is the plan to bring Jimmy’s reading ability to grade level?
I am requesting a comprehensive reading evaluation by a qualified reading specialist to determine what peer-reviewed, evidence-based reading program Jimmy needs to become a proficient reader. In order to avoid any misunderstanding as to what exactly I am asking for, I have attached a list of reading definitions from No Child Left Behind. Given the enormous reading gap between Jimmy and his same-age peers, I am asking that this request be attended to without any delay.
Thank you.
Amy R. Smith
Copy to: Molly Arbet, Principal of Happy Elementary School
Sally Simpson, 5th grade teacher, Happy Elementary School
Enclosure: 4 Definitions About Reading in No Child Left Behind
4 Definitions About Reading in No Child Left Behind
1. Legal definition of reading The term 'reading' means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
2. Legal definition of the essential components of reading instruction
The term 'essential components of reading instruction' means explicit and systematic instruction in-
(A) phonemic awareness;
(B) phonics;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
3. Legal definition of scientifically based reading research
The term 'scientifically based reading research' means research that-
(A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and
(B) includes research that-
(i) employs systematic, empirical methods that draw on observation or experiment;
(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and
observations; and
(iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
4. Legal definition of a diagnostic reading assessment The term 'diagnostic reading assessment' means an assessment that is-
(i) valid, reliable, and based on scientifically based reading research; and
(ii) used for the purpose of-
(I) identifying a child's specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3;
(II) determining any difficulties that a child may have in learning to read and the potential cause of such difficulties; and
(III) helping to determine possible reading intervention strategies and related special needs.
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