Can an on-grade level kid with a SLD get an IEP and special ed instruction?

[Anonymous]

Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

[Anonymous]

If I could go back in time with my child and the 504/IEP process, I would recommend an attorney that has time to thoroughly talk to you and review all testing,etc.
I say this because they will know exactly what to write for parental input as well as what you need to get in writing if you get pwn or they deny testing or services/ accommodations. I really can’t stress how much you will need this because you don’t know the future and how this may impact her educational path. You need to get it all in writing and in specific documentation. It will help if she really starts to struggle in something. You will be amazed how much time can pass during this process will be a tremendous aid in the future.
Also, absolutely do the tutoring. Good luck

[Anonymous]

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

[Anonymous]

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

I’ve got a kid all over the place on scores in different ways though. I say - get the IEP. You’re going to need it for MS and HS to make sure she is graded fairly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

OP, my DD (now age 23) has this exact profile. She always seemed so bright, yet her reading seemed to lag. The primary thing on testing that came out was very low RAN, which resulted in poor fluency. Her reading comprehension was still above average, but discrepant from her high IQ. She was diagnosed with dyslexia, did not qualify for an IEP, but had extended time via a 504 plan. She did a lot of speech-language therapy to shore up general language skills, we encouraged repeated reading, used audiobooks to maintain exposure to vocabulary and complex grammar structures, and then in high school had her take a speed reading course for a summer. This course had daily homework with repeated readings and I think it took her to the next level skill wise and before college. She is still a very fast reader today; faster than I am. The low RAN is an underlying cognitive process for which there is no evidence based treatment, but it is typically targeted through repeated reading to build fluency with common words and word parts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

I think some of the confusion in responses is because you didn't include this info in your initial post, you just said she's on grade level for reading. A child who is scoring below benchmark on reading assessments and is getting pulled out for extra reading support is not on grade level for reading. A child with a dyslexia who is on grade level will most likely not qualify for an IEP. A child with dyslexia who has consistently scored below benchmark and has received ongoing reading support likely will qualify for an IEP. I recommend you request an evaluation to determine special education eligibility. IMO, it's not worthwhile to consult an attorney or advocate before requesting a school eval.

[Anonymous]

Anonymous wrote:What is an SLD?

Specific learning disorder.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

I think some of the confusion in responses is because you didn't include this info in your initial post, you just said she's on grade level for reading. A child who is scoring below benchmark on reading assessments and is getting pulled out for extra reading support is not on grade level for reading. A child with a dyslexia who is on grade level will most likely not qualify for an IEP. A child with dyslexia who has consistently scored below benchmark and has received ongoing reading support likely will qualify for an IEP. I recommend you request an evaluation to determine special education eligibility. IMO, it's not worthwhile to consult an attorney or advocate before requesting a school eval.

to add: She is already getting "services" which is what is given when a kid has an IEP. If she's even at grade level, it's because of special education services. For those to continue and so that she doesn't fall off the level, she needs services thus IEP. Good luck.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

OP, my DD (now age 23) has this exact profile. She always seemed so bright, yet her reading seemed to lag. The primary thing on testing that came out was very low RAN, which resulted in poor fluency. Her reading comprehension was still above average, but discrepant from her high IQ. She was diagnosed with dyslexia, did not qualify for an IEP, but had extended time via a 504 plan. She did a lot of speech-language therapy to shore up general language skills, we encouraged repeated reading, used audiobooks to maintain exposure to vocabulary and complex grammar structures, and then in high school had her take a speed reading course for a summer. This course had daily homework with repeated readings and I think it took her to the next level skill wise and before college. She is still a very fast reader today; faster than I am. The low RAN is an underlying cognitive process for which there is no evidence based treatment, but it is typically targeted through repeated reading to build fluency with common words and word parts.

Oh this is hopeful! I know no two kids are similar but what this all meant for my daughter’s educational path felt/feels really like the big unknown. So your daughter did get her reading speed up to a level where it did not tank her in school or cause huge challenges for her? That’s awesome. So over the years did she solely or heavily utilize audiobooks as a complete alternative to reading books in middle school and high school? I’m unclear if that is in the cards for my daughter.

I realized that I’ve basically been my daughter’s audiobook for reading above grade level books for years. Looking back, even despite her ADHD, she has always been able to sit and really enjoy listening to me read books that were more for older kids. Probably was a clue to her 2e status that she never wanted to read the simpler little chapter books series that the other kids loved and continue to love (including my youngest who is an above grade level reader). She wasn’t comfy reading them due to her reading difficulties but also they didn’t seem to interest her. Her recent neuropsych testing had her reading comprehension at 12th grade level (which seems crazy; that and her vocabulary and receptive listening and vocab were sky high).

Anyway, speed reading class is interesting! I’ll keep that in mind. Our local dyslexia center did mention repeat readings as one of the things they’d employ. That’s just where you take a short passage and keep reading it again and again over time, right?

I guess your 23 year old managed okay without the IEP, which is good news. And she seemed to manage okay along the way in school or it was all a huge challenge? Let me know if you have any other key tips or learnings from your journey that you think I should know!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

I think some of the confusion in responses is because you didn't include this info in your initial post, you just said she's on grade level for reading. A child who is scoring below benchmark on reading assessments and is getting pulled out for extra reading support is not on grade level for reading. A child with a dyslexia who is on grade level will most likely not qualify for an IEP. A child with dyslexia who has consistently scored below benchmark and has received ongoing reading support likely will qualify for an IEP. I recommend you request an evaluation to determine special education eligibility. IMO, it's not worthwhile to consult an attorney or advocate before requesting a school eval.

Thanks and ugh sorry for not including key info. The school considers her on grade level for reading I believe, because she’s always been able to read the books that are for her grade. Her reading groups have been the lowest ones that are still on grade level, but they were on grade level books and groups. They seem to consider DIBELS not a test of on grade level reading but a specialized test that is speed based. Because it’s speed based, they’ve sort of discounted it. (“Well she blows DIBELS because it’s timed and she’s slow.”) DIBELS is actually a dyslexia screener, so I’m a disappointed no one raised dyslexia to us. Apparently a lot of on grade level readers can do poorly on DIBELS, so they seem to discount it. But if you score poorly, it does require interventions depending on how poorly. So her Lexiacore and Boost were because she scored poorly but not the poorest to get the reading specialist. But this most recent time, they said well those interventions haven’t been effective to getting her “passing” on DIBELS so let’s see how she does with the reading specialist.

Re: an evaluation, I don’t think the school would re-evaluate when we just did full neuropsych testing. They were a bit resistant to testing (probably because of limited resources or just wanting to wait a year and see if things improved), which is why we just went outside and paid for our own.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

I think some of the confusion in responses is because you didn't include this info in your initial post, you just said she's on grade level for reading. A child who is scoring below benchmark on reading assessments and is getting pulled out for extra reading support is not on grade level for reading. A child with a dyslexia who is on grade level will most likely not qualify for an IEP. A child with dyslexia who has consistently scored below benchmark and has received ongoing reading support likely will qualify for an IEP. I recommend you request an evaluation to determine special education eligibility. IMO, it's not worthwhile to consult an attorney or advocate before requesting a school eval.

to add: She is already getting "services" which is what is given when a kid has an IEP. If she's even at grade level, it's because of special education services. For those to continue and so that she doesn't fall off the level, she needs services thus IEP. Good luck.

Thank you thank you. IEP services would be by the special Ed team, is my understanding, versus the school’s reading specialist. Also an IEP would come with a plan to improve her reading fluency (vs her just going to get the services) and also they’d have to track if they were meeting the plan and if she was achieving the goals for her. So that seems preferable but maybe it’s fine just to continue with the reading specialist. The downside is that it’s in a group and not tailored to her specific needs. So may spend more time on decoding to meet general needs of kids in group whereas my daughter might need other things. But I’ll get outside tutoring as everyone said was a must do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

I think some of the confusion in responses is because you didn't include this info in your initial post, you just said she's on grade level for reading. A child who is scoring below benchmark on reading assessments and is getting pulled out for extra reading support is not on grade level for reading. A child with a dyslexia who is on grade level will most likely not qualify for an IEP. A child with dyslexia who has consistently scored below benchmark and has received ongoing reading support likely will qualify for an IEP. I recommend you request an evaluation to determine special education eligibility. IMO, it's not worthwhile to consult an attorney or advocate before requesting a school eval.

Thanks and ugh sorry for not including key info. The school considers her on grade level for reading I believe, because she’s always been able to read the books that are for her grade. Her reading groups have been the lowest ones that are still on grade level, but they were on grade level books and groups. They seem to consider DIBELS not a test of on grade level reading but a specialized test that is speed based. Because it’s speed based, they’ve sort of discounted it. (“Well she blows DIBELS because it’s timed and she’s slow.”) DIBELS is actually a dyslexia screener, so I’m a disappointed no one raised dyslexia to us. Apparently a lot of on grade level readers can do poorly on DIBELS, so they seem to discount it. But if you score poorly, it does require interventions depending on how poorly. So her Lexiacore and Boost were because she scored poorly but not the poorest to get the reading specialist. But this most recent time, they said well those interventions haven’t been effective to getting her “passing” on DIBELS so let’s see how she does with the reading specialist.

Re: an evaluation, I don’t think the school would re-evaluate when we just did full neuropsych testing. They were a bit resistant to testing (probably because of limited resources or just wanting to wait a year and see if things improved), which is why we just went outside and paid for our own.

Requesting an evaluation from the school is what determines eligibility for special education. If you want an IEP, you must do this. A special ed evaluation may include reviewing existing data (e.g., the neuropsych) rather than collecting new data, but it is still referred to as the school evaluation. If you request this in writing, the are legally obligated to do so, even if resistant.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

OP, my DD (now age 23) has this exact profile. She always seemed so bright, yet her reading seemed to lag. The primary thing on testing that came out was very low RAN, which resulted in poor fluency. Her reading comprehension was still above average, but discrepant from her high IQ. She was diagnosed with dyslexia, did not qualify for an IEP, but had extended time via a 504 plan. She did a lot of speech-language therapy to shore up general language skills, we encouraged repeated reading, used audiobooks to maintain exposure to vocabulary and complex grammar structures, and then in high school had her take a speed reading course for a summer. This course had daily homework with repeated readings and I think it took her to the next level skill wise and before college. She is still a very fast reader today; faster than I am. The low RAN is an underlying cognitive process for which there is no evidence based treatment, but it is typically targeted through repeated reading to build fluency with common words and word parts.

Oh this is hopeful! I know no two kids are similar but what this all meant for my daughter’s educational path felt/feels really like the big unknown. So your daughter did get her reading speed up to a level where it did not tank her in school or cause huge challenges for her? That’s awesome. So over the years did she solely or heavily utilize audiobooks as a complete alternative to reading books in middle school and high school? I’m unclear if that is in the cards for my daughter.

I realized that I’ve basically been my daughter’s audiobook for reading above grade level books for years. Looking back, even despite her ADHD, she has always been able to sit and really enjoy listening to me read books that were more for older kids. Probably was a clue to her 2e status that she never wanted to read the simpler little chapter books series that the other kids loved and continue to love (including my youngest who is an above grade level reader). She wasn’t comfy reading them due to her reading difficulties but also they didn’t seem to interest her. Her recent neuropsych testing had her reading comprehension at 12th grade level (which seems crazy; that and her vocabulary and receptive listening and vocab were sky high).

Anyway, speed reading class is interesting! I’ll keep that in mind. Our local dyslexia center did mention repeat readings as one of the things they’d employ. That’s just where you take a short passage and keep reading it again and again over time, right?

I guess your 23 year old managed okay without the IEP, which is good news. And she seemed to manage okay along the way in school or it was all a huge challenge? Let me know if you have any other key tips or learnings from your journey that you think I should know!

She never had any academic problems, but did experience anxiety in high school as the load and demands increased. She took many AP courses, so a lot of reading was required. The extended time via the 504 plan was enough, but that doesn't really help with homework and that's what caused issues at time. The homework sometimes involved a lot of reading and that could take hours for her.

Repeated reading could mean reading the same book multiple times. But, the book should be at a lower reading level so she can read easier words with increasing facility. In school, they target reading fluency with repeated readings of a short passage, but that will likely be boring to do at home. The audio books don't help with the reading facility, but help to stimulate her mind and increase exposure to vocab etc. So, it's a positive cognitively. One thing to be aware of is that ADHD can impact reading fluency. Is treatment of that condition optimized?

It's fascinating that her reading comprehension is so high despite the low fluency. My daughter's reading comprehension was more impacted. Her scores were 60th percentile there. We did target intervention for reading comprehension for 2-3 years. Everything ended up just fine. I don't think she reached her full potential academically in high school and college because she does avoid reading text books. She ended up with a perfect ACT score, attended a top 20 university, graduated with a degree in Math, and is now employed full time earning more money than I do with a Master's degree.

I think you will likely not get an IEP, but there's no reason not to try. Let me know if I overlooked responding to any of your questions.