Services.

Why We Test

We test to determine the precise nature of the language-learning disability, so we can recommend appropriate interventions and accommodations. 

​By personally administering the tests, we can observe individual differences in performance, a key component in identifying and correctly diagnosing issues.

Glossary of Common Terminology

What We Test

The language testing includes receptive and expressive measures of phonological (sound) processing, syntax (grammar), semantics (morphology, vocabulary, word relationship meaning), pragmatics (social communication), and discourse (spoken and written text beyond the sentence level). Higher level language, auditory processing, and retrieval skills are also evaluated.

The learning portion of the testing includes measures of phoneme/grapheme knowledge, reading (word reading accuracy, rate/fluency, reading comprehension), written expression (handwriting, spelling accuracy, grammar and punctuation accuracy, clarity and organization of written expression), and mathematics (number sense, memorization of math facts, accurate or fluent calculation, and accurate math reasoning). 

​The psychological portion of the testing screens for behavioral issues such as attention or peer relation problems. The cognitive portion includes measures of memory, visual processing, and verbal/perceptual intelligence.

​Test measures are added or eliminated based on what the examiners determines is appropriate for each individual. 

How We Test

Dr. Ekelman, Ph.D., speech-language pathologist, and Dr. Wonderly, Ph.D., psychologist, take a multidisciplinary approach to evaluating school aged students and young adults. Dr. Ekelman administers the language and learning tests. Dr. Wonderly completes the behavior and cognitive testing.

​Test scores alone provide limited information. The types of errors made by the student provide valuable information about the underlying cause of the specific language and/or learning disability. A final diagnosis is made based on the data collected through examiner observation, parent/teacher questionnaires, family history, and test profiles. Recommendations for intervention and accommodations are then offered.