When a bright child continues to struggle with reading, spelling or written language, a comprehensive evaluation can help explain why.
Bright Future Psychology provides private dyslexia testing for children and teens in Naples and throughout Southwest Florida. Our evaluations examine reading skills, phonological processing, cognitive abilities, memory, attention and executive functioning to identify the factors affecting a student’s learning.
Appointments are generally available within 1–2 weeks. Written reports are typically completed approximately one week after testing.
Dyslexia can affect children with average, above-average or gifted intelligence. Consider an evaluation when your child:
• Has difficulty sounding out unfamiliar words
• Reads slowly, hesitantly or with considerable effort
• Frequently guesses at words while reading
• Struggles with spelling despite practice
• Confuses or omits sounds, letters or word parts
• Has difficulty remembering sight words
• Avoids reading or becomes frustrated with reading assignments
• Understands information better when it is read aloud
• Has a family history of dyslexia or reading difficulties
• Performs well in other areas but falls behind in reading or writing
• Has not made expected progress despite tutoring or intervention
• Needs updated documentation for school or testing accommodations
Dyslexia does not reflect low intelligence, poor motivation or inadequate effort. Appropriate testing can distinguish a specific reading disorder from attention, language, memory, processing or instructional factors.
A dyslexia evaluation examines more than whether a child can read a list of words.
Depending on the child’s age, history and referral questions, testing may assess:
• Word reading and decoding
• Reading fluency and accuracy
• Reading comprehension
• Spelling and written expression
• Phonological awareness
• Phonological memory
• Rapid naming
• Oral language and vocabulary
• Cognitive abilities and reasoning
• Working memory and processing speed
• Learning and memory
• Attention and executive functioning
• Visual-motor and related processing skills
• Emotional or behavioral factors that may affect learning
• Academic and developmental history
• Parent and teacher observations
The purpose is to identify the pattern behind the child’s reading difficulty and determine whether the findings support a diagnosis such as Specific Learning Disorder with impairment in reading, commonly called dyslexia.
Focused Dyslexia Evaluation — $1,700
This targeted evaluation is designed for children whose primary concern is reading or possible dyslexia.
It generally includes:
• Parent consultation and developmental history
• Review of relevant school records
• Targeted testing of reading, decoding and phonological processing
• Behavioral observations
• Diagnostic conclusions when supported by the findings
• Individualized recommendations
• Feedback consultation
• Written psychological report
Testing generally takes approximately 1–2 hours, although the time may vary according to the student’s age and needs.
Comprehensive Dyslexia and Learning Evaluation — $3,500
This option is appropriate when the reading difficulty may be part of a more complex learning profile or when the family needs a broader assessment of cognition, academic achievement, memory, attention and executive functioning.
The comprehensive evaluation includes learning-disability measures together with a broad cognitive and neuropsychological battery. For school-age children when developmentally appropriate, the evaluation includes:
• WISC-V cognitive testing or an appropriate age-based alternative
• Comprehensive academic achievement testing
• Phonological processing and dyslexia-specific measures
• D-KEFS executive-function testing
• CPT-3 or an age-appropriate continuous-performance measure
• Executive-function rating scales such as the BRIEF-2 or CEFI
• Behavioral and emotional rating scales such as the BASC-3
• Cognitive-processing and memory measures
• Parent and teacher input
• Review of relevant educational and clinical records
• Feedback consultation
• Comprehensive written psychological report
The precise battery is selected according to the child’s age, history and referral questions. Younger children may receive developmentally appropriate alternatives to measures designed for older students.
Assessment batteries are individualized. A child will not necessarily receive every test listed below.
Commonly used measures include:
• Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
• Wechsler Individual Achievement Test, Fourth Edition (WIAT-4)
• Kaufman Test of Educational Achievement, Third Edition (KTEA-3)
• Woodcock-Johnson Tests of Cognitive Abilities and Achievement
• Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)
• Test of Dyslexia–Comprehensive (TOD-C)
• Test of Dyslexia–Early (TOD-E)
• Test of Dyslexia–Secondary (TOD-S)
• Feifer Assessment of Reading (FAR)
• Feifer Assessment of Writing (FAW)
• Feifer Assessment of Mathematics (FAM)
• Delis-Kaplan Executive Function System (D-KEFS)
• Conners Continuous Performance Test, Third Edition (CPT-3)
• Kiddie Conners Continuous Performance Test, Second Edition (K-CPT 2)
• Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)
• Comprehensive Executive Function Inventory (CEFI)
• Behavior Assessment System for Children, Third Edition (BASC-3)
• NEPSY, Second Edition (NEPSY-II)
• Wechsler memory measures
• Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)
Test selection depends on the student’s age, presenting concerns and the type of documentation needed.
Reading difficulties do not always occur in isolation. Some students with dyslexia also experience ADHD, slow processing speed, working-memory weaknesses, language difficulties or problems with planning and organization.
A narrowly focused reading assessment may not fully explain these concerns. A comprehensive evaluation can examine whether attention or executive-function difficulties are contributing to the student’s academic challenges.
When supported by the findings, the report can identify more than one diagnosis and provide recommendations addressing the child’s complete learning profile.
Gifted students can also have dyslexia. These students are sometimes described as twice-exceptional or 2e.
Strong reasoning, vocabulary or problem-solving abilities may allow a gifted child to compensate for reading difficulties for years. At the same time, dyslexia may prevent the child’s academic performance from reflecting their intellectual potential.
A comprehensive evaluation can examine both cognitive strengths and areas of difficulty, helping families understand why a capable student may be struggling with reading, spelling, written work or academic efficiency.
A private psychological evaluation can provide clinical findings, diagnostic information and individualized recommendations that families may share with a public school, charter school or private school.
Recommendations may address:
• Evidence-based reading intervention
• Structured literacy instruction
• Classroom accommodations
• Extended testing time
• Reduced-distraction testing
• Assistive technology
• Audiobooks or text-to-speech support
• Note-taking or written-language support
• Progress monitoring
• Additional academic intervention
Schools independently determine eligibility for special-education services, IEPs and Section 504 Plans. An independent psychological evaluation can provide useful documentation, but it cannot guarantee eligibility, placement, services or particular accommodations.
Families may also seek dyslexia testing to guide support in private-school, homeschool or personalized-education settings.
The evaluation can help parents and educators understand:
• The student’s reading and learning profile
• Which interventions are most appropriate
• Whether additional tutoring or structured literacy instruction is indicated
• Which classroom supports may be helpful
• How the student’s progress should be monitored
• Whether broader testing for attention, memory or executive functioning is warranted
Our reports are written to be understandable and useful to families, educators and other professionals supporting the child.
Older students with dyslexia may need current documentation when requesting accommodations for standardized examinations.
When clinically supported, an evaluation may provide information relevant to requests involving:
• SAT, PSAT and Advanced Placement examinations administered by College Board
• ACT examinations
• High-school and private-school testing
• Dual-enrollment programs
• College or university disability services
• Other standardized examinations
College Board, ACT, schools, universities and other testing organizations establish their own documentation requirements and make their own accommodation decisions. Families should review the applicable organization’s current requirements before scheduling an evaluation for a specific purpose.
Some families may be able to use eligible Step Up For Students scholarship funds toward psychological or psychoeducational evaluations.
Depending on the student’s scholarship and current program rules, funding may include:
• Family Empowerment Scholarship for Students with Unique Abilities (FES-UA)
• Personalized Education Program (PEP)
Funding availability, eligible expenses, required documentation and reimbursement decisions are determined by Step Up For Students. Families should confirm their available benefits and current program requirements before scheduling.
Following the evaluation, families receive:
• An explanation of the test results
• Diagnostic conclusions when supported
• A description of the child’s cognitive and academic strengths
• Identification of reading, processing, attention or executive-function weaknesses
• Individualized educational recommendations
• Suggested accommodations when clinically appropriate
• Recommendations for intervention and next steps
• A written psychological report
• A feedback consultation
Our goal is to give families a clear explanation of why their child is struggling and a practical plan for moving forward.
Free phone consultation
We begin with a brief phone consultation to discuss your concerns and determine which evaluation option is likely to be most appropriate.
Intake and records
Parents complete intake forms and provide relevant educational, developmental and clinical records. Teacher input may be requested when appropriate.
In-person testing
Testing is completed at our Naples office. The length of the appointment depends on whether the student receives a focused or comprehensive evaluation.
Feedback and written report
Results are explained during a feedback consultation. Reports are typically completed approximately one week after testing.
At what age can dyslexia be identified?
Reading risk can be evaluated in young children, and early assessment may help guide intervention. Whether a definitive diagnosis can be made depends on the child’s developmental history, instruction, symptoms and test findings. We select age-appropriate measures and explain what conclusions the available evidence supports.
Does my child need to be failing before receiving an evaluation?
No. Some children compensate through intelligence, effort, tutoring or family support while continuing to experience significant reading difficulty. A discrepancy between ability, effort and academic performance may justify further evaluation even when grades remain acceptable.
What is the difference between focused and comprehensive testing?
Focused testing primarily examines reading and dyslexia-related skills. A comprehensive evaluation also examines cognition, academic achievement, memory, attention, executive functioning and other factors that may contribute to the student’s difficulties.
Will the evaluation guarantee an IEP or 504 Plan?
No. The report may provide diagnoses, clinical findings and recommendations relevant to educational planning. The school independently determines eligibility for an IEP, Section 504 Plan, services and accommodations.
Can the evaluation support requests for SAT or ACT accommodations?
When clinically appropriate, the evaluation may document diagnoses, functional limitations, test findings and recommended accommodations. College Board, ACT and other testing organizations independently review requests and determine eligibility.
Can FES-UA or PEP funds be used?
Psychological or psychoeducational evaluations may be eligible under some Step Up For Students scholarship arrangements. Families should verify their available funds, eligible expenses and documentation requirements directly with Step Up For Students.
How quickly can we schedule?
Appointments are generally available within 1–2 weeks. Written reports are typically completed approximately one week after testing.
If your child is struggling with reading, spelling or written language, a comprehensive evaluation can help identify the reason and clarify what support may be most helpful.
Contact Bright Future Psychology to schedule a free phone consultation with a psychologist and discuss the appropriate dyslexia-testing option for your child.
Bright Future Psychology
5633 Strand Blvd, Suite 311, Naples
Welcome! We offer free 20-min phone consultations. Looking forward to speaking with you to see how we can help.