Frequently Asked Questions

Who do I work with?
work with children ages 4 and up. My expertise is language and literacy development for children PreK through Grades 8.

How are my services different than other educational psychologists or consultants?
As a former reading clinician, my focus is primarily on learning, language, and literacy development. Please note that I am not a licensed psychologist, and as such do not administer emotional assessments. As a reading clinician, I specialize in providing instructional recommendations that are effective, research-based, and highly catered to the individual child. 

What sorts of assessments do I use?
Every case requires individual decisions tailored to the needs of the student.  I rely upon a variety of formal and informal reading inventories. I also supplement with other tests in order to fully understand a child’s foundational literacy skills. Typically, I use portions of the following:

  • Weschler Intelligence Scale for Children (WISC-5)

  • Phonological Awareness Literacy Screening (PALS)

  • Peabody Picture Vocabulary Test (PPVT)

  • Comprehensive Test of Phonological Processing (CTOPP)

  • Woodcock Johnson Reading Battery

  • Qualitative Spelling Inventory

  • Gray Oral Reading Test (GORT)

  • Test of Word Recognition Efficiency (TOWRE)

  • Rapid Automatized Naming (RAN)

  • Test of Written Language (TOWL)

  • Additional phonological awareness assessments including the Rosner Test, the Bryant Pseudoword Assessment, and several others.


What might schools do with these reports?
I encourage parents to meet and share the results of the literacy screenings with classroom teachers. In many cases, the report may be useful information to create an Individualized Education Plan (IEP). While my report is not an IEP, it provides useful information in formulating an IEP. 

What will the assessment look like for my child?
I first speak with parents/guardians to familiarize herself with your child as a student and a person. I gather information about your child's personalities, likes and dislikes, and use this information to find creative ways to engage students during the assessment time. We meet in my comfortable office, specially designed to provide choice and flexibility for children. I am sensitive to the short attention spans of young children and find creative ways to engage and motivate them. I am also sensitive to children's frustrational behaviors and stop assessments when children appear tired, frustrated, or discouraged.