Independent Educational Evaluations (IEEs)

Recently I had the pleasure of doing a webinar for the International Dyslexia Association, Florida Branch regarding the crucial role language plays in the acquisition of literacy skills. During the webinar, I reviewed the role of language in the acquisition of reading and explains why children with reading difficulties must be assessed for language deficits. […]

Today I would like to answer several questions on the subject of assessment of students with APD by providing further helpful information and links for parents and professionals seeking evidence-based assistance for students with suspected/confirmed “APD”. These are: How do we help students with “APD? What constitutes a good quality assessment for a student with

On a daily basis, I receive emails and messages from concerned parents and professionals, which read along these lines: “My child/student has been diagnosed with: dyslexia, ADHD, APD, etc., s/he has been receiving speech, OT, vision, biofeedback, music therapies, etc. but nothing seems to be working.” Up until now, I have been providing individualized responses

As a speech-language pathologist (SLP) working with school-age children, I frequently assess students whose language and literacy abilities adversely impact their academic functioning.   For the parents of school-aged children with suspected language and literacy deficits as well as for the SLPs tasked with screening and evaluating them, the concept of ‘academic impact’ comes up