Understanding dyslexia screening, why it matters, and how it can help learners of all ages
A screening for dyslexia is a focused evaluation that looks at key language and reading skills to identify patterns consistent with dyslexia. For many families and adults, it is the first step toward understanding why reading, spelling, and academics in general have felt harder than expected, even when effort and intelligence are not the issue.
Screening helps bring clarity, answers questions, and provides hope. It does not place labels or limits on someone’s potential. Instead, it provides information that can help explain long-standing challenges and guide next steps.
Dyslexia screening can be helpful for learners of all ages, including children, teens, and adults.
Dyslexia screening and formal diagnosis serve different purposes.
A formal diagnosis is typically completed by a licensed psychologist or neuropsychologist and may be required for official documentation such as for 504 Plan accommodations at the college level or in the workplace, or eligibility decisions for funding sources. It often includes a wide range of cognitive and academic testing and can be time-intensive.
A dyslexia screening, like the one offered at READ Learning:
In simple terms, screening helps identify patterns in reading and language, while diagnosis determines whether someone meets formal clinical criteria.
Many families choose screenings for their children because it provides meaningful insight without requiring a full diagnostic process. Screenings are more affordable, less stressful, and provide faster results.
Why can’t we rely on WI public schools to identify dyslexia?
Schools work hard to support students, but dyslexia is often missed for several reasons.
Because of this, families and adults often seek dyslexia screening outside the school system to get clearer answers sooner.
Dyslexia can look different at different ages, but it is usually identified by clusters of symptoms, not a single symptom.
View our resource page for a complete list.
In children, common signs may include:
In teens and adults, signs may include:
These experiences are common among individuals with dyslexia and do not reflect intelligence or motivation. Many bright, capable learners experience these challenges without ever having them clearly explained.
A dyslexia screening at READ Learning is designed to be supportive, respectful, and informative.
Screening typically includes activities that look at:
After the screening, results are explained in clear, plain language, along with thoughtful recommendations for next steps.
Yes. One of the most valuable aspects of screening is the guidance it provides.
After screening, families and adults gain:
At READ Learning, the focus of screening is on helping individuals move forward with understanding and confidence rather than uncertainty.
Absolutely. Dyslexia does not go away with age, and many adults seek screening later in life for a variety of reasons.
Some adults pursue screening because:
Many adults worry that it is “too late” to explore dyslexia, but understanding how you learn can be helpful at any age. Screening can be a meaningful step toward reducing frustration and building effective strategies.
Screening for dyslexia helps identify specific areas of reading and language that may benefit from targeted support. When screening suggests dyslexia is likely, structured literacy instruction is often recommended.
Structured literacy instruction:
Instruction is always 1 on 1, individualized, and progress is monitored closely. The goal is not perfection, but closing the gap between performance and grade level, increased confidence, and independence.
Dyslexia screenings take 30-45 minutes of one-on-one time with the student. Results are shared immediately afterwards with guardians/parents. The entire appointment takes approximately 90 minutes.
You can contact READ Learning by email or phone to ask questions, learn more about the screening process, and schedule a screening. Filling out a Getting Started Form is another way to get started.
Dyslexia screening is not about labels or limitations. It is about understanding how someone learns and replacing years of uncertainty with clarity and direction. Whether you are exploring this for a child, a teenager, or yourself, gaining insight into how the brain processes language can be a powerful and empowering first step.
If you would like to learn more about dyslexia screening or talk through next steps, the team at READ Learning is here to help guide you with clarity, compassion, and evidence-based expertise. We invite you to fill out the contact form below to schedule your screening.
Executive functioning skills are the brain’s self-management system. These include planning, organizing, remembering information, starting tasks, staying focused, problem-solving, controlling impulses, and managing emotions. These skills help children succeed at home, in school, and in their relationships.
Executive functions are primarily found in the prefrontal cortex. Many people don't realize that the prefrontal cortex is not fully developed until our mid- to late 20s. When there are struggles, more often than not, youth and teens are being asked to perform tasks that are beyond their developmental capabilities without having the tools to help them be successful. This is one reason for difficulty with executive functions.
Some children have uneven development in these skills. This can happen for a variety of reasons, including neurodevelopmental differences, emotional stress, attention challenges, or difficulties with working memory or organization. Every child’s profile looks different, which is why formal testing is so important.
Testing identifies which parts of executive functioning are strong and which areas need support. Instead of guessing, families receive a clear map of their child’s skills across all domains. This makes the therapy plan more accurate, targeted, and effective.
During the evaluation, our specialist uses standardized tools, observations, and questionnaires to assess all areas of executive functioning. We look at working memory, flexible thinking, emotional control, planning, organization, task initiation, and more. After testing, we meet with families to explain results, answer questions, and outline a clear plan for therapy.
No. Children do not need a diagnosis before receiving an evaluation. Families come to us with and without labels such as ADHD, autism, anxiety, or learning differences. What matters most is whether executive functioning challenges are affecting daily life.
Parents often notice things like difficulty staying organized, trouble following directions, emotional outbursts, losing belongings, procrastination, forgetting steps, or becoming overwhelmed by transitions. Some children also have difficulty starting tasks or switching between them. Other signs can include poor grades, not turning homework in, impulsivity, confusion about expectations, or trouble keeping track of time and routines.
Testing and therapy are completed by trained specialists with experience in executive functioning assessment and intervention. We combine clinical expertise with a warm, supportive approach so children and families feel understood and guided through the process.
Therapy is individualized and built from the results of your child’s diagnostic evaluation. Sessions focus on the specific areas your child needs most, including planning, organization, time management, emotional regulation, working memory, and task initiation. Families receive simple strategies to use at home so these skills become part of daily routines.
For families looking for a structured group option, we also offer an Executive Functioning Skills Workshop. This workshop teaches core EF skills in a small-group setting, helping students learn, practice, and build confidence alongside peers.
Our Executive Functioning Skills Workshop runs for 8 to 10 weeks. Students meet once a week for a 45-minute session, either online or in person. The small-group format allows students to learn strategies, practice new skills, and build confidence in a supportive setting. The workshop includes a home connection component, so families know how to reinforce the strategies that students are learning in the workshop. This is essential for follow-through and application of strategies. Weekly additional learning is also provided to our families through video tutorials and helpful resources.
Yes. Many children with ADHD, autism, anxiety, or other developmental needs show differences in executive functioning. Testing helps separate what is related to attention, emotional regulation, or working memory, so the goals can be tailored to exactly what each child needs.
Family involvement is essential. We provide home strategies, checklists, visuals, and routines to reinforce skills between sessions. Parents receive ongoing guidance on how to support their child at home without creating pressure or conflict.
Families begin by getting in touch with our team. From there, we can determine what the best steps would be to support your child’s specific needs and goals.
When children strengthen their executive functioning skills, daily life becomes more manageable. They will have strategies to better plan their time, manage emotions, work through challenges, and feel more in control of their routines. This relieves stress in the home and amongst family members, setting children up for success.
If you feel your child may benefit from testing or support, we invite you to reach out today. Our team will work with you and help you take the next step toward clarity, support, and confidence.