Dyslexia Testing in Salem, & the Greater Willamette Valley, Oregon: What Parents Need to Know
- Lynn Brown
- Jan 6
- 4 min read
If your child is struggling to read, the most important question is not:
“Will they catch up?”
It is:
“Do we understand why they are struggling?”
Many bright, capable students in Salem, and across the Willamette Valley struggle with reading — not because of intelligence or effort — but because their instruction has not aligned with how the brain learns to read.
Reading is not a natural process. It requires explicit instruction in phonemic awareness, the alphabetic principle, and structured decoding patterns (Shaywitz, 2020; Dehaene, 2009; National Reading Panel, 2000).
A comprehensive dyslexia evaluation provides clarity, direction, and actionable next steps.
At Willamette Valley Dyslexia Center, we provide structured, research-aligned academic evaluations for students experiencing reading difficulties.
What Is Dyslexia Testing?
Dyslexia testing — formally called a comprehensive academic evaluation for reading — is a diagnostic assessment designed to identify:
Dyslexia
Specific Learning Disorder in Reading (DSM-5-TR; IDEA SLD category)
Foundational skill gaps
Instructional misalignment
Related weaknesses in spelling and written expression
Unlike school screenings, which are brief and broad, a full evaluation is:
Individually administered
In-depth and diagnostic
Grounded in cognitive and linguistic research
Designed to guide instruction
It answers not just:
“Is my child struggling?”
But:
“Why is my child struggling — and what should we do next?”
Research consistently shows that early identification paired with structured literacy changes outcomes (Moats, 2020; Kilpatrick, 2015).
Signs Your Child May Need Dyslexia Testing
Families in Salem and Eugene often seek testing when they notice:
Guessing at words while reading
Avoiding reading altogether
Slow, effortful decoding
Weak spelling despite practice
Strong verbal skills but weak reading skills
Limited progress after intervention
Frustration, anxiety, or school avoidance
One hallmark of dyslexia is a discrepancy between reasoning ability and word-level reading skill (Shaywitz, 2020).
If your child seems bright but reading does not come easily, an evaluation provides clarity.
What Is Included in a Comprehensive Dyslexia Evaluation?
At Willamette Valley Dyslexia Center, evaluations typically assess the core components identified in decades of reading science:
Phonological Processing
Including phonemic awareness — the strongest early predictor of reading success (National Reading Panel, 2000).
Rapid Automatized Naming (RAN)
Efficiency of retrieving phonological information. Weaknesses here are strongly associated with dyslexia risk (Wolf & Bowers, 1999).
Decoding Accuracy
Ability to apply the alphabetic principle to unfamiliar words.
Reading Fluency
Accuracy, rate, and prosody — critical for comprehension (Fuchs et al., 2001).
Spelling & Encoding
The bidirectional connection between sounds and written symbols.
Reading Comprehension
Understanding of connected text, dependent on both decoding and language comprehension (Simple View of Reading; Gough & Tunmer, 1986).
Written Expression
Sentence structure, grammar, and organization.
The goal is not simply to assign a label.
It is to understand your child’s cognitive profile, instructional history, and next instructional targets.
Dyslexia Screening vs. Dyslexia Evaluation
This distinction matters.
Screening
Brief
Designed to identify risk
Often part of MTSS systems
Not diagnostic
Evaluation
Comprehensive
Individually administered
Diagnostic
Produces a detailed written report
Guides structured intervention
Oregon schools conduct universal screenings under state literacy guidance.
Independent academic evaluations provide deeper diagnostic clarity and individualized recommendations.
Can Schools Diagnose Dyslexia?
Under IDEA, schools may identify students under the category of Specific Learning Disability (SLD).
However, school-based evaluations are often focused on eligibility determination, not instructional design.
Independent evaluations often provide:
Deeper analysis of phonological and decoding skills
Detailed instructional roadmaps
Documentation for IEP or 504 planning
Clarification when school data is inconclusive
Parents have the right to request evaluation when concerns persist.
What Happens After Testing?
Following evaluation, families receive:
✔ A detailed written report✔ Clear explanation of findings✔ Specific instructional recommendations✔ Guidance for IEP or 504 meetings (if applicable)✔ Structured literacy tutoring options
Testing is not the end.
It is the beginning of targeted, explicit, research-aligned instruction.
Structured literacy — systematic, cumulative, and diagnostic — is the gold standard for dyslexia intervention (International Dyslexia Association, 2019).
What Age Should a Child Be Tested?
Dyslexia indicators can emerge in kindergarten and first grade.
Early testing may be appropriate when:
Phonemic awareness remains weak
Letter-sound correspondence is not solidifying
There is a family history of dyslexia
Intervention has not produced expected growth
Research shows that early intervention is significantly more effective than waiting (Torgesen, 2004).
Waiting does not close gaps.
Explicit instruction does.
Serving Salem, & the Willamette Valley & the Great State of Oregon...
Willamette Valley Dyslexia Center provides dyslexia testing and structured literacy intervention for families across:
Salem
Eugene
Albany
Stayton
Silverton
Turner
Surrounding Willamette Valley communities
Our work aligns with:
Oregon Department of Education literacy guidance
International Dyslexia Association Knowledge and Practice Standards
We believe clarity changes trajectories.
Schedule a Dyslexia Evaluation
If you are considering dyslexia testing in Oregon, schedule a consultation.
The earlier we understand the profile, the sooner we can intervene.
Early, explicit instruction changes outcomes.Clarity changes lives.
Step 1: Fill out the Intake forms... Someone will call you within 48 hours of submission to schedule your next step...
Selected Research References
Dehaene, S. (2009). Reading in the Brain
Fuchs, L. et al. (2001). Oral reading fluency as an indicator of reading competence
Gough & Tunmer (1986). Simple View of Reading
International Dyslexia Association (2019). Structured Literacy
Kilpatrick, D. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
Moats, L. (2020). Speech to Print
National Reading Panel (2000). Report of the National Reading Panel
Shaywitz, S. (2020). Overcoming Dyslexia
Torgesen, J. (2004). Early intervention research
Wolf & Bowers (1999). Double-Deficit Hypothesis
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