Yes, you can call or email to make an appointment to test for Dyslexia.
The testing is for both adults and children.
The testing covers Dyslexia – reading, Dysgraphia – writing, Dyscalculia – math, and attention.
The test includes: evaluating reading grade level, and the ability to sound-out words, also comprehending what has just been read.

The test takes about 90 minutes and the cost is $200.00. If a 5-day correction program is scheduled $100.00 from the dyslexia testing will be applied towards the 5-day correction program.
I like parents there during the testing with their child so they can see the testing and ask questions as we go. After the testing we’ll go over the results and then type the report and email it to you.

How Can I Know if it’s Dyslexia?
Do any of these occur in life, at work or in school? Make a note of those that apply to you or your child.

GENERAL

  • Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level
  • High IQ, yet may not test well academically
  • Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering
  • Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids

VISION, READING, AND SPELLING

  • Spells phonetically and inconsistently
  • Reads and re-reads with little comprehension
  • Complains of feeling or seeing non-existent movement while reading, writing or copying
  • Omitting or ignoring punctuation and capitalization
  • Complains of dizziness, headaches or stomach aches while reading
  • Confused by letters, numbers, words, sequences, or verbal explanations
  • Reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, number and/or words
  • Seems to have difficulty with vision, yet eye exams don’t reveal a problem
  • Extremely keen sighted and observant, or lacks depth perception and peripheral vision

HEARING

  • Difficulty making speech sounds
  • Has extended hearing; hears things not said or apparent to others; easily distracted by sounds
  • Accused of not listening or being inattentive
  • Hearing sounds softer, louder, nearer or further away than they actually are
  • Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking

WRITING AND MOTOR SKILLS / BALANCE AND MOVEMENT

  • Frequent dizziness or nausea
  • Poor sense of direction
  • Difficulty with handwriting (untidy or illegible) or copying; pencil grip is unusual
  • Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness
  • Can be ambidextrous, but may often confuse left/right, over/under

MATH AND TIME MANAGEMENT

  • Inability to sit still or maintain attention for long (ADD)
  • Computing math shows dependence on finger counting and other tricks; knows answers, but can’t do it on paper
  • Can do arithmetic, but fails word problems; cannot grasp algebra or higher math
  • Can count, but has difficulty counting objects and dealing with money
  • Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time or setting priorities
  • Criticized for daydreaming and fantasizing
  • Distracted easily

MEMORY AND COGNITION

  • Excellent long-term memory for experiences, locations, and faces
  • Poor memory for sequences, facts and information that has not been experienced
  • Thinks primarily with images and feeling, not sounds or words (little internal dialogue)

LEARNING AND SCHOOL

  • Difficulty getting school work done
  • Tests well orally but performs poorly on written tests
  • Difficulty with reading aloud
  • Difficulty with following instructions
  • Reluctance to attend school

FEELINGS ABOUT SELF/PERSONALITY/BEHAVIOR

  • Feels dumb
  • Has poor self-esteem
  • Labeled lazy, dumb, careless, immature, “not trying hard enough” or “behavior problem”
  • Isn’t “behind enough” or bad enough” to be helped in the school setting
  • Hides or covers up weaknesses with coping mechanisms
  • Easily frustrated and emotional
  • Copes by being the “class clown” or by being excessively quiet
  • Had unusually early or late developmental stages (talking, crawling, walking, tying shoes, etc.)
  • Prone to ear infections; sensitive to foods, additives, and chemical products
  • Can be an extra deep or light sleeper; bed wetting beyond appropriate age
  • Unusually high or low tolerance for pain
  • Frequent illness on schooldays
  • Extremely disorderly or compulsively orderly
  • Strong sense of justice; emotionally sensitive, strives for perfection
  • Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health

If three or more of these symptoms are consistently experienced, dyslexia is the likely cause. Most dyslexics will exhibit about ten of these traits and behaviors. These characteristics can vary from day to day or minute to minute. The most consistent thing about dyslexics is their inconsistency.

Call (253) 854-9377 or email me (aleta@abcdyslexia.com) for an appointment.
Thank you