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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I am certainly not an expert in reading disorders and you haven’t said what it is. But given all that you are doing, it sounds like you think more of the same is better and will make your child a reader. But if that were the answer, he’d be reading given all that you’re putting in to it.

So, it sounds to me like you’re Missing something. What haven’t you done. What additional can be added. Because more of the same isn’t working.

Also, this is all the more reason you need a specialist - maybe not just a tutor or a retired educator. Good luck. [/quote]

OP here - They don't give specific diagnoses during sped evaluations and so won't specifically name &quot;Dyslexia&quot; or &quot;dysgraphia&quot; ect. but they will share where there are strengths, weaknesses, needs, ect. and perhaps that can be used to provide a formal medical diagnosis but we've not been able to do that yet. We haven't had a private full psychological or neuropsych eval.  I did plug it into chatgpt  :lol: which I know you have to take with a grain of salt, but it said,

&quot;Yes — this profile clearly supports dyslexia.
 It does not clearly support dysgraphia at this time, though there are secondary written-expression vulnerabilities driven by spelling and transcription, not by motor or composition deficits.
Now I’ll explain why, using the data you shared and how schools interpret it.

Does this support dyslexia?
Yes — strongly and appropriately.
 Under both Virginia regulations and accepted clinical practice, dyslexia is identified through a pattern, not a single score. Your child’s pattern is very consistent with dyslexia:

Core dyslexia markers present
Basic Reading: 80 (Below Average)
Reading Decoding: 78 (Below Average)
Reading Fluency: 71 (Very Low)
Phonological Processing: 83 (Low)
Orthographic Processing (Extended): 83 (Low)
Reading composite: 77 (Below Average)

This shows:
Weak phonics/decoding
Weak automaticity
Weak word-level efficiency
Difficulty forming stable, retrievable representations of words

Importantly, Your child’s oral language and listening comprehension are relatively stronger:
Oral Language: 91 (Average)

Teacher reports show he understands stories when read aloud

That gap between listening comprehension and reading performance is one of the classic hallmarks of dyslexia.
Cognitive-achievement relationship
Overall cognition: 96 (Average)
Long-term storage & retrieval: 82 (Weakness)

This explains why progress is slow despite instruction:
He can learn phonics in the moment

He struggles to retain and automatize it over time

That aligns perfectly with:
“He isn’t moving that reading learning into storage for later use.”
This is not lack of effort, instruction, or motivation — and the eligibility team explicitly ruled those out (which matters legally in Virginia).
Bottom line:
 The school’s SLD determination in reading is well-supported and is functionally equivalent to a dyslexia identification in an educational context.&quot;

Soo my child is essentially dyslexic.  I definitely hear what you are saying about something being missing.  I WANT his school to take a different approach than what they've been doing, not just continue to repeat the same UFLI lessons and provide the same darn UFLI print-outs, but refuse to send home any ACTUAL books or have him read any actual books at school.  I agree, I need a specialist.....finding the specialist to provide the service is the hard part. 
[/quote]

Just commenting to say that nothing from ChatGPT is reliable. I would never use it for medical or educational advice, or to interpret testing.

I also disagree with the posters that your child needs additional testing. Even though the school isn't providing adequate services, the testing appears adequate. Overall average cognitive profile, with weaknesses in phonological processing and orthographic processing, in combination with underachievement in basic reading skills --&gt; specific learning disability in reading (IDEA terms), specific learning disorder in reading (medical/DSM terms) or dyslexia (popular term not used in any medical classification system). A competent special educator or instructional specialist should be able to improve reading ability through targeting the phonological and orthographic processing deficits. Spending money on additional testing won't get you more info.[/quote]

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