NEUROPSYCHOLOGICAL EVALUATION FOR DEVELOPMENTAL DYSLEXIA (elementary & middle school students) (cost $1975) (procedure codes 96132, 96133, 96136, 96137) This includes the initial interview, testing and written report. There are additional charges for the completion of any additional forms required by various organizations. Procedure codes 90791, 96132, 96133, 96136, 96137. Additional charges will apply if previous evaluations needed to be reviewed or additional conditions are present, such as anxiety or depression that, will require additional procedures. This is for the purpose of determining whether a child or adult has the reading problem that meets the criteria to receive a formal diagnosis of a Reading Disorder (developmental dyslexia ). It involves an assessment of overall cognitive functioning as well as reading, writing and spelling testing. Learning disorders other than Dyslexia are also evaluated when indicated. A formal diagnosis is necessary if you are seeking insurance reimbursement or are trying to obtain special accommodations in school, for standardized testing or for employment purposes. This evaluation results in an integrated written report. Problems with Testing for Dyslexia. Automaticity is acquired in the latter stage of reading acquisition when decoding of words is automatic and therefore rapid, which allows more mental resources to be directed to the task of reading comprehension. Automaticity is necessary for practical reading typical non-dyslexic readers. However, the extra steps and mental effort the dyslexic reader must use to perform basic decoding continues to reflect the ongoing interference that their dyslexia has with practical reading. Most reading tests that are used to evaluate for dyslexia are untimed and do not require Automaticity of decoding and will often fail to detect the presence of dyslexia in a person who has had substantial remediation. People with dyslexia who have had substantial amount of remedial reading instruction can often perform well on these untimed tests. Consequently, it is important to administer reading tests that require Automaticity of decoding for the evaluation to have a reasonable chance of detecting dyslexia. Unfortunately, such tests are often not included in an evaluation, which may result in a false negative diagnostic conclusion. NEUROPSYCHOLOGICAL EVALUATION FOR DEVELOPMENTAL DYSLEXIA (high school, college & older adults) (cost $2400) (procedure codes 90791, 96132, 96133, 96136, 96137) This includes the initial interview, testing and written report. There are additional charges for the completion of any additional forms required by various organizations. Procedure codes 90791, 96132, 96133, 96136, 96137. Additional charges will apply if previous evaluations needed to be reviewed or additional conditions are present, such as anxiety or depression that, will require additional procedures. This is for the purpose of determining whether a child or adult has the reading problem that meets the criteria to receive a formal diagnosis of a Reading Disorder (developmental dyslexia ). It involves an assessment of overall cognitive functioning as well as reading, writing and spelling testing. Learning disorders other than Dyslexia are also evaluated when indicated. A formal diagnosis is necessary if you are seeking insurance reimbursement or are trying to obtain special accommodations in school, for standardized testing or for employment purposes. This evaluation results in an integrated written report. Problems with Testing for Dyslexia. Automaticity is acquired in the latter stage of reading acquisition when decoding of words is automatic and therefore rapid, which allows more mental resources to be directed to the task of reading comprehension. Automaticity is necessary for practical reading typical non-dyslexic readers. However, the extra steps and mental effort the dyslexic reader must use to perform basic decoding continues to reflect the ongoing interference that their dyslexia has with practical reading. Most reading tests that are used to evaluate for dyslexia are untimed and do not require Automaticity of decoding and will often fail to detect the presence of dyslexia in a person who has had substantial remediation. People with dyslexia who have had substantial amount of remedial reading instruction can often perform well on these untimed tests. Consequently, it is important to administer reading tests that require Automaticity of decoding for the evaluation to have a reasonable chance of detecting dyslexia. Unfortunately, such tests are often not included in an evaluation, which may result in a false negative diagnostic conclusion.