When a Dyslexia Risk Evaluation May Be Helpful

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​​​​Concerns about reading development may be raised by parents, teachers, pediatricians, reading specialists, or other professionals. A dyslexia risk evaluation may be helpful when a child:

• Has a family history of dyslexia or persistent reading difficulty

• Has difficulty learning letter names or letter sounds

• Struggles to recognize or manipulate the sounds within words

• Has trouble rhyming, blending sounds, or breaking words into parts

• Finds it difficult to sound out unfamiliar words

• Reads slowly, hesitantly, or with considerable effort

• Frequently guesses at words rather than decoding them

• Has persistent difficulty with spelling

• Avoids reading or becomes frustrated during literacy activities

• Is not making the expected progress despite instruction or intervention

• Demonstrates stronger listening comprehension than independent reading ability

• Is beginning to lose confidence in school

​No single difficulty establishes that a child has dyslexia. Children develop at different rates, and reading problems can arise for several reasons. A focused evaluation considers the child’s developmental and educational history, current instruction, and pattern of literacy-related strengths and difficulties.
 

Families do not need to decide in advance whether a dyslexia risk evaluation or a broader psychoeducational evaluation is appropriate. Dr. McDermott begins by learning about the concerns and recommends an assessment process suited to the child and the questions the family hopes to answer.

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Understanding Dyslexia Risk

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Dyslexia is associated with persistent difficulty developing accurate or fluent word reading and spelling skills. These difficulties are often related to the way a child processes and works with the sounds of language.
 

For younger children or children whose reading skills are still emerging, it may not always be appropriate or possible to make a definitive diagnosis. A dyslexia risk evaluation is designed to identify patterns of strength and vulnerability associated with reading development so that concerns can be addressed as early as possible.
 

Identifying risk does not mean predicting a child’s future with certainty. Instead, the findings can help determine whether targeted instruction, closer monitoring, or a more comprehensive evaluation should be considered.
 

A Focused Evaluation of Early Reading Skills

Depending on the child’s age, educational experience, and current abilities, a dyslexia risk evaluation may examine:

• Awareness of sounds within spoken words

• Ability to blend, separate, or manipulate speech sounds

• Letter knowledge and letter-sound associations

• Decoding and word-reading skills

• Reading accuracy and fluency

• Spelling and written word patterns

• Rapid naming and retrieval

• Verbal memory and other reading-related processes

• Oral language and listening comprehension

• Response to previous reading instruction or intervention

Dr. McDermott selects standardized assessment tools and other evaluation activities based on the child’s needs and the referral questions. She may also review educational records, intervention data, report cards, work samples, or information from teachers and reading specialists when appropriate and with parental permission.
 

The evaluation considers the child’s performance as a pattern rather than relying on any one score. This helps identify which foundational skills are developing as expected and which may require additional attention.
 

Dyslexia Risk Evaluation or Psychoeducational Evaluation?

A dyslexia risk evaluation has a focused scope. It is generally intended to examine emerging reading skills and factors associated with possible reading difficulty.
 

A comprehensive psychoeducational evaluation examines a broader range of cognitive, academic, attentional, and emotional abilities. It may be more appropriate when a child has persistent or wide-ranging academic difficulties, when concerns extend beyond reading, or when the family needs a more comprehensive diagnostic evaluation.
 

After speaking with the family, Dr. McDermott will explain which type of assessment is most likely to provide useful answers. Families are not expected to make that decision on their own.
 

Learn About Psychoeducational Evaluations →

What to Expect

​​​​The evaluation process generally includes three stages:

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Initial Parent Meeting

The process begins with a telehealth meeting with Dr. McDermott. Parents discuss their child's history, current concerns, and the questions they hope the evaluation will answer. Dr. McDermott then explains the recommended assessment process and applicable fee before the evaluation is scheduled.

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Individualized In-Person Assessment

The child participates in an in-person assessment at Dr. McDermott's office at The Rotunda in Baltimore's Hampden neighborhood. The activities and time required vary according to the child's age, needs, and the scope of the evaluation.

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Feedback and Written Report

After the assessment is complete, Dr. McDermott meets with the parents to explain the findings, discuss whether a diagnosis applies, answer questions, and review recommended next steps.

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Families receive a written report documenting the evaluation results and individualized recommendations for home, school, treatment, and other appropriate services.

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Learn More About What to Expect →

Recommendations for Supporting Reading Development

Early reading difficulties should be understood in specific, practical terms. Rather than simply stating that a child is struggling, the evaluation identifies the particular skills that may be contributing to the difficulty.
 

Depending on the findings, recommendations may address:
 

• Explicit and systematic reading instruction

• Targeted support for phonological awareness or decoding

• Practice with reading fluency and spelling

• Classroom strategies and educational supports

• Progress monitoring

• Reading intervention or specialized instruction

• Activities that families can use at home

• Consultation with teachers or reading specialists

• The possible need for later or more comprehensive evaluation

The goal is to give families a clearer understanding of the child’s current reading development and a practical plan for providing support before difficulties become more entrenched.

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Dyslexia Risk Evaluations in Baltimore, Maryland