Well Compensated But Never Quite Solved: Lingering Dyslexia

Abstract

Tim, whose family owned a bookstore, first came for evaluation in third grade to explain and provide recommendations for his academic struggles, particularly in reading, spelling, written language, and memorization of math facts. He then came for two separate evaluations during middle and high school. The longitudinal information thus available about the progression of his reading problems illustrates a common case of partially remediated word reading disability.

At the time of Tim's first evaluation, his math reasoning, penmanship, and attention in school were inconsistent, but his written expression was remarkably strong. Tim's second and third evaluations were conducted to update his progress and determine whether ongoing accommodations and/or additional interventions were needed in his high school or college work. His effort and cooperation at all three evaluations were quite sufficient to ensure that the reported results were valid and reliable.