A comprehensive educational evaluation (also called a psychoeducational evaluation) is an in-depth assessment that identifies a student’s unique pattern of strengths and challenges. It provides a clearer understanding of how a student learns and can determine the presence of specific learning differences, such as dyslexia, dysgraphia, and dyscalculia, that may be impacting academic performance.

A comprehensive educational evaluation is a broad, holistic assessment that examines multiple areas of learning to better understand a child’s overall educational needs. It is often used to determine eligibility for services, such as an Individualized Education Program (IEP), or to clarify the root of academic challenges.

Purpose: To develop a complete learning profile, including strengths, areas of need, and potential barriers to learning, and to guide targeted, evidence-based intervention and accommodations.

A dyslexia evaluation is more targeted and focuses specifically on identifying characteristics of dyslexia—a specific learning difference that affects reading, spelling, and written language. It examines skills such as phonological awareness, decoding, and word recognition.

Purpose: To determine whether dyslexia is present and to guide targeted, evidence-based intervention and accommodations.

The evaluation process gathers information from multiple sources to build a comprehensive understanding of your child’s learning profile. This may include:

• Review of educational and developmental history

• Input from parents and teachers

• Observations, when appropriate

• Standardized testing in areas such as phonological processing, processing speed, reading, spelling, math, academic fluency, and oral language

You will receive a detailed written report that explains the results and includes next steps for practical recommendations, instructional strategies, and suggested accommodations to support your child’s success.

A comprehensive evaluation looks for a pattern of strengths and challenges consistent with dyslexia. This typically includes unexpectedly low performance in areas such as word reading, decoding, reading fluency, and spelling (an isolated difficulty in spelling alone is not sufficient for identification).

Key components include:

Background & History

• Developmental and educational history

• Social-emotional considerations

Academic Skills

• Letter naming and word recognition

• Decoding and encoding (spelling)

• Reading fluency and comprehension

• Written expression and handwriting

• Orthographic processing

• Math calculation and reasoning

Cognitive Processes

• Working memory

• Processing speed

• Phonological processing and phonological memory

• Rapid naming/long-term retrieval

• Visual and auditory processing

• Fluid and crystallized reasoning

Oral Language

• Listening comprehension

• Oral expression

A variety of standardized, research-based tools may be used, including:

• Woodcock-Johnson V (Cognition, Achievement, and Oral Language)

• WIAT-4 (Wechsler Individual Achievement Test)

• CTOPP-2 (Comprehensive Test of Phonological Processing)

• TOWRE-2 (Test of Word Reading Efficiency)

• PAT-2 (Phonological Awareness Test)

• Beery VMI (Visual-Motor Integration)

Educational Diagnosticians do not diagnose ADHD, as it is considered a medical or neurological condition rather than a learning disability. However, they can identify patterns of attention, behavior, and executive functioning that may be affecting learning.

If concerns about ADHD arise, the diagnostician may recommend a referral to a qualified professional, such as a pediatrician, psychologist, psychiatrist, or Licensed Specialist in School Psychology (LSSP), for further evaluation.

Many colleges and universities require relatively recent documentation of a disability, often within the past 3–5 years. If a student has a current evaluation with clear findings, it may meet requirements. However, some institutions have specific documentation guidelines, so it is important to check directly with each school.

Public school districts will review outside evaluations and use the data to inform their own in-district evaluation report, which is required for review by the ARD. While an outside report provides formal, norm-referenced testing data, the district’s evaluation must also include in-house information that private evaluators often do not have access to, such as informal observations, curriculum-based measures, and criterion-referenced data.

By law, the district’s evaluation report (FIIE) must be reviewed and signed by both the evaluation staff member who completed the report and the district’s designated “dyslexia member.” This report is then reviewed by the Multidisciplinary Team (MDT), which includes the evaluation staff member, dyslexia specialist, the student’s teacher, interventionists or other support staff, and the parent.

Although parents may share the Dyslexia Center of Austin's evaluation report with their district, the district is required to integrate that information into its own formal evaluation process. This can be frustrating for parents—especially when a student already has a diagnosis—but under IDEA, public schools must follow the FIIE and ARD committee process to determine eligibility for special education services.

For students undergoing an initial evaluation, the FIIE process can take up to 45 school days. However, when comprehensive norm-referenced testing has already been completed, the timeline may be shorter. Once the district finalizes its evaluation report, it is legally required to hold an ARD meeting within 30 calendar days to determine the need for specially designed instruction, including access to an evidence-based dyslexia program as a special education service.

Evaluations are conducted by our team of Educational Diagnosticians, who are also Certified Academic Language Therapists (CALT) and Licensed Dyslexia Therapists (LDT). Our specialists have extensive expertise in dyslexia and related learning differences, including both identification and evidence-based intervention.

The Park at Eanes Creek (Westlake)
4407 Bee Caves Road
Building 1, Suite 122 (2nd Floor)
Austin, TX 78746

Our office is located in Terrace Mountain Investors on the second floor.

Upon arrival, please park outside Building 1 and call your Educational Diagnostician. They will meet you at the main entrance and escort you to the office.

When you arrive, the Educational Diagnostician will confirm the best phone number to reach you during the day. You will also receive a text 30–45 minutes before the evaluation ends to help coordinate pick-up.

• Parents are not required to remain on-site during testing.

• If you prefer to stay, there is a small waiting area, building lobby, and outdoor seating available.

• Pick-up will take place at the same location as drop-off.

Please plan for:

• A 5–6 hour testing session

• A water bottle, snacks, and a packed lunch

• A light jacket (for comfort)

Additional considerations:

• Administer any regular medications as prescribed

• Bring and wear glasses, contacts, or hearing aids as your child would during a typical school day

Your child’s appointment time is reserved exclusively for them. If you need to cancel or reschedule, please email Lindsay Clark at lindsay@dyslexiacenterofaustin.org at least 24 hours in advance.

Appointments canceled with less than 24 hours’ notice may be subject to a cancellation or rescheduling fee.

The evaluation typically takes 5–6 hours. Depending on your child’s age and needs, testing may be completed in one session or split across multiple days.

For younger children (1st grade and below), evaluations are generally scheduled over two days.

Providing background information helps us better understand your child’s learning history. Please share any available:

• Previous evaluation reports

• Report cards

• Writing samples

• Recent spelling tests

• TPRI scores or other school-based assessments

• Vision and hearing screening results

• Relevant medical information (if applicable)

You may also authorize our team to communicate directly with your child’s school to gather additional information.

Yes. If the evaluation results indicate dyslexia or another learning difference, a formal diagnosis will be provided along with a detailed report and individualized recommendations.

After testing is complete:

• A feedback session will be scheduled with parents

• The Educational Diagnostician will review results and recommendations in detail

• A comprehensive written report will be provided within 3–4 weeks

The report includes clear next steps, including intervention recommendations and possible accommodations.

To schedule an evaluation:
📞 Call: 512-522-7408
📧 Email: info@dyslexiacenterofaustin.org

Our team will guide you through the intake process and answer any questions along the way.

Evaluation Fee: $1,500

This fee includes the initial consultation, all testing sessions, scoring and analysis, a comprehensive written report, and a one-hour follow-up meeting with the parent or guardian to review the results.

The Dyslexia Center of Austin will issue a $1,500 invoice via QuickBooks.

Please note that $750 of this fee is non-refundable.

The Dyslexia Center of Austin offers a limited number of scholarships for families with financial need.

• Scholarships are reviewed and awarded by our Board based upon need and available fund

• Scholarships cover 50% of the evaluation cost, reducing the total to $750

For more information, please visit our Evaluation Scholarship Application page.

1. Initial Call: Brief conversation to understand your concerns and determine fit

2. Intake Paperwork: Complete and sign required forms

3. Payment: Pay the QuickBooks invoice in full

4. Scheduling: Select your child’s testing date

5. Testing Session: Evaluation takes place (5–6 hours; younger students may test over two days)

6. Scoring & Analysis: Please allow approximately 4 weeks

7. Feedback Meeting: Review results and recommendations

8. Final Report: Electronic copy provided for your records

You may choose to share the report with your child’s school or other professionals to support accommodations or services.

Yes. Under the Individuals with Disabilities Education Act (IDEA), parents have the right to request a free educational evaluation through their local public school if they suspect a disability.

Key rights include:

• Right to Request: You can request an evaluation in writing at any time.

• School Response: The school must respond within 15 school days—either agreeing to evaluate or providing written reasons for refusal.

• Consent Required: Your written consent is needed before testing begins.

• No Cost: Evaluations are provided at no cost to families.

• Comprehensive Evaluation: Testing must assess all areas of suspected need using multiple data sources.

• Timeline: Once consent is given, the evaluation is typically completed within 60 days (may vary slightly by state).

• Next Steps: After testing, the school will review results and determine eligibility for services. If eligible, an Individualized Education Program (IEP) will be developed.

If you believe procedures are not being followed, you have the right to seek support through an advocate, file a complaint, or request a due process hearing.

An Independent Educational Evaluation (IEE) is an evaluation conducted by a qualified professional not employed by the school district.

You may request an IEE if you disagree with the school’s evaluation or feel it does not fully or accurately reflect your child’s needs.

Parents may choose an independent evaluator, though the school may provide reasonable guidelines (such as qualifications or cost). These cannot be overly restrictive.

An IEE can evaluate areas such as:

• Cognitive abilities

• Academic skills

• Speech and language

• Social-emotional and behavioral functioning

• Occupational therapy needs

Submit a written request to your school district stating that you disagree with their evaluation. Including specific concerns can be helpful but is not required.

In most cases, yes. The school must either:

• Approve and fund the IEE, or

• Initiate due process to show their evaluation was appropriate

They cannot simply deny the request without taking one of these steps.

The school must consider the results at an IEP meeting when making decisions about services. While they are not required to adopt every recommendation, the evaluation must be reviewed.

A school may refuse your request—but if they do, they must promptly file for due process to defend their evaluation. They cannot simply say “no” and take no further action.

You have the right to:

• Participate in the due process hearing

• File a complaint with your state education agency

• Seek support from an advocate or special education attorney

Under IDEA (Section 300.502):

• Parents have the right to an IEE at public expense if they disagree with a school evaluation

• Schools must either fund the IEE or pursue due process without unnecessary delay

• Schools must provide information about where an IEE can be obtained and any applicable criteria