If you feel your child may be at risk for dyslexia or has been diagnosed, these analyses will give you a better understanding of what your child needs to learn to read. If you just want more information about your chiId's reading this will give you that information. I will look at phonological and phonemic awareness through onset/rime, manipulating sounds, segmenting words, short term memory, and high-frequency words. These are highly interactive sessions between student and teacher, some slides and video clips may be incorporated for clarity. 
Phonological awareness is a linguistic skill that is essential for learning to read. It is different from phonics, though the two are both important for reading. Phonemic awareness works alongside phonics to allow children to master the skill of word recognition. These assessments are good indicators for being at-risk for dyslexia and help you make more informed decisions about your child. 
-Screening-
The purpose of these analyses is to record and analyze a “snapshot” of a student’s reading skills and strategies.
Spelling Inventory - determine the child’s stage of spelling development
PAST - Phonological Awareness Skills Test: phonological awareness difficulties often have a genetic basis and is arguably the most common source of reading difficulties. Subcategories include:
   Elison - the ability to remove phonological segments from spoken words to form other words
   Blending Words - the ability to synthesize sounds to form words
   Sound Matching - the ability to select words with the same initial and final sounds.
   Phoneme isolation - the ability to isolate individual sounds within words
   Blending Non-words - the ability to synthesize sounds to form non-words.
   Phonological Memory - represents the examinee’s ability to code information phonologically for temporary storage in working or short-term memory.
   Memory for Digits - the ability to repeat numbers accurately.
   Nonword Repetition - the ability to repeat non-words
Rapid Symbolic Naming - measures the ability to include efficient retrieval of phonological information from 
       long-term or permanent memory and execute a sequence of operations quickly and repeatedly.
     Rapid Digit Naming - the ability to rapidly name numbers
     Rapid Letter Naming - the ability to rapidly name letters
Rapid Non-symbolic Naming - measures the ability to include efficient retrieval of phonological information from long-term or permanent memory and execute a sequence of operations quickly and repeatedly.
   Rapid Color Naming - the ability to rapidly name colors
   Rapid Object Naming - the ability to rapidly name objects
Alternate Phonological Awareness - measures the phonological awareness exclusively with non-words.
   Blending Non-words
   Segmenting Non-words
Oral Reading Automaticity - Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. Reading at a conversational rate with accuracy and expression.

Following the analyses you will receive a written report of analysis and may schedule a free, follow-up consultation.