Licensed Educational Psychologist · LEP #4701
Jessica Craig Psych Testing · A Bespoke Concierge Practice in Hermosa Beach
Learning Disability & Dyslexia Testing in the South Bay
Comprehensive learning disability evaluation for children, adolescents, teenagers, and adults in Hermosa Beach. Dyslexia, dysgraphia, dyscalculia, and the full architecture of how your teenager or child reads, writes, and learns. Serving Manhattan Beach, Redondo Beach, Torrance, El Segundo, Palos Verdes, and the South Bay.
Gold-standard WJ-IV, WIAT-4, and CTOPP-2 batteries. Reports IEP teams cannot easily dismiss. Now booking.
When the School Says He’s Fine — But You Know Something Is Wrong
He has always tried hard. Harder, honestly, than most of his classmates. But reading is still a struggle. Writing takes three times as long. He studies for tests and still does not perform the way the studying should predict. Or she is a teenage girl whose grades have fallen as middle school and high school have gotten harder — and no one can tell you why.
The school says your child is doing fine. The teacher says she just needs to practice more. But you know your teenager. Something is not adding up — and you are right to trust that instinct.
Learning disabilities — including dyslexia (reading), dysgraphia (writing), and dyscalculia (mathematics) — are neurologically based differences in how the brain processes information. They are not the result of insufficient effort, low intelligence, or inadequate parenting. They are real, they are identifiable, and they are treatable — with the right understanding and the right support.
Not sure if a full learning disability evaluation is the right next step?
Begin with a Diagnostic Screening Consult — a focused 90-minute clinical session with Jessica that includes targeted screening measures, clinical interview, and a clear recommendation about whether a full assessment is warranted.
Signs That a Learning Disability Evaluation May Be Appropriate
- Persistent difficulty with reading accuracy or fluency despite adequate instruction — in elementary-age children, tweens, or teenagers
- Reading comprehension that is lower than expected given your child’s verbal ability and intelligence
- Labored, slow, or illegible handwriting — especially in an adolescent who has good ideas verbally but cannot get them onto paper
- Spelling difficulties that persist beyond elementary school into middle and high school
- Math facts and procedures that will not stick despite repeated review
- A significant gap between what your teenager understands verbally and what she can produce in writing
- Extreme avoidance of reading or writing tasks — not defiance, but the behavior of a child who has experienced repeated failure
- A school that has recommended “tutoring” or “extra practice” for years without meaningful progress
What the Learning Disability Evaluation Includes
Cognitive Assessment — WJ-IV COG
I assess intellectual abilities using the Woodcock-Johnson Tests of Cognitive Abilities (WJ-IV COG) — one of the most comprehensive cognitive batteries available, organized within the Cattell-Horn-Carroll (CHC) framework that contemporary school psychology uses. This measures specific cognitive abilities including long-term retrieval, short-term memory, processing speed, auditory processing, and fluid reasoning — the building blocks of academic learning.
Academic Achievement Testing
I assess reading, writing, and mathematics skills using the Woodcock-Johnson Tests of Achievement (WJ-IV ACH) and the Wechsler Individual Achievement Test (WIAT-4). This pinpoints exactly where academic performance falls relative to expectations — and where the gaps are.
Phonological Processing — CTOPP-2
Dyslexia is fundamentally a phonological processing disorder — a difficulty with the sound structure of language. I assess phonological awareness, phonological memory, and rapid naming using the CTOPP-2 (Comprehensive Test of Phonological Processing), which gives a precise picture of the phonological skills that underlie reading development.
Visual-Motor Integration
Writing difficulties are sometimes rooted in visual-motor integration — the coordination between what the eye sees and what the hand produces. I assess this when handwriting concerns are part of the referral, using the Beery Visual-Motor Integration Test (VMI-6).
Clinical Interview & Educational History
A thorough developmental and educational history. Learning disabilities often run in families. I also want to understand how your teenager has experienced school — their own perspective on their struggles, their strengths, what has helped and what has not.
Begin With the Screener or Proceed to Full Evaluation
Diagnostic Screening Consult
90-minute clinical consultation with targeted academic and phonological screening measures. Clear recommendation about whether a full learning disability assessment is warranted. Credits toward full evaluation if you proceed.
Full Learning Disability Evaluation
Comprehensive multidimensional assessment: WJ-IV COG/ACH, WIAT-4, CTOPP-2, Beery VMI as indicated. Includes report, IEP-ready recommendations, and feedback session.
For complex cases where ADHD, autism, or social-emotional concerns are also present, see the Comprehensive Psychoeducational Evaluation package.
What You Receive
- Diagnosis (specific learning disorder in reading, written expression, and/or mathematics per DSM-5)
- A clear explanation of the cognitive profile — what is strong, what is weak, and how they interact
- School recommendations: IEP eligibility criteria, appropriate special education services, Section 504 accommodations
- Evidence-based intervention recommendations (specific programs for dyslexia, dysgraphia, dyscalculia)
- Practical home strategies
- A summary letter for teachers and IEP teams
Why Families Choose Dr. Craig for Learning Disability Testing
My evaluations use the WJ-IV cognitive and achievement batteries — among the most research-supported psychoeducational instruments available, organized within the CHC (Cattell-Horn-Carroll) framework that contemporary school psychology uses to understand learning profiles. I interpret scores within that framework, which means my reports hold up at IEP tables and are taken seriously by school teams.
As a former contracted school psychologist for South Bay districts including Manhattan Beach Unified, Redondo Beach Unified, and Torrance Unified, I know exactly what language IEP teams use and what reports need to say to result in appropriate services. I write reports that get teenagers and children the help they need.
Frequently Asked Questions
How is dyslexia tested and diagnosed?
A comprehensive dyslexia evaluation combines cognitive testing (typically WJ-IV COG), academic achievement testing (WJ-IV ACH and WIAT-4), and specific phonological processing measures (CTOPP-2). Phonological awareness, phonological memory, and rapid naming are the core skills assessed because dyslexia is fundamentally a phonological processing disorder. The full battery identifies not just whether dyslexia is present but the specific cognitive profile underlying it.
My child's school says he is fine. Can I still get an evaluation?
Yes. Parents have every right to pursue a private psychoeducational evaluation regardless of what the school has said. Many learning disabilities are missed by school evaluations because school assessment criteria are narrower than clinical diagnostic criteria, or because the child is performing at or above grade level on group-administered tests while still struggling with the underlying processing challenge. A private evaluation provides a complete clinical picture.
What is the difference between an IEP and a 504 plan?
An IEP (Individualized Education Program) is for students who qualify for special education services and need specialized instruction beyond what general education provides. A 504 plan provides classroom accommodations (extra time, preferential seating, etc.) for students with a documented disability who do not need specialized instruction. Comprehensive evaluation reports provide the clinical documentation needed to support eligibility for either.
How long does a learning disability evaluation take?
A full learning disability evaluation typically requires 2-3 testing sessions over several weeks, plus parent interview and feedback session. Total professional time is 12-18 hours; report turnaround is typically 6-8 weeks for child and adolescent clients.
Do you evaluate for dysgraphia and dyscalculia, not just dyslexia?
Yes. Evaluations are individually configured around the specific referral question and include assessment of reading (dyslexia), writing (dysgraphia), and mathematics (dyscalculia) as indicated, along with visual-motor integration when handwriting concerns are present (Beery VMI-6).
Schedule a Free 15-Minute Consultation
No commitment required. Jessica speaks personally with every prospective client to determine fit, answer questions, and walk through next steps.