Reading stays slow and effortful
Your child sounds out the same words repeatedly, loses their place or needs much longer to finish a page. Reading still takes a lot of effort even with regular practice and help.
Learning Disability and Dyslexia Assessments in Calgary
Our learning disability assessment in Calgary looks at why reading, writing or math remains difficult for your child. It is a psychoeducational assessment for children from age 6, teens and adults, with in-person sessions in SW Calgary. We examine academic skills alongside how your child thinks and learns, then explain the findings and recommend support for home and school.
You may be here because reading takes so much effort, spelling never seems to stick, or your child can explain an idea but struggles to put it on paper. You do not need to know whether it is dyslexia before asking for help. We start with what you and your child's teachers have noticed, including what support has already been tried.
Assessments are completed by Lacy Hunter, Provisional Psychologist, under the supervision of a Registered Psychologist. A diagnosis is made only when the evidence supports it and is reviewed in supervision. Recommendations can still be useful when your child does not meet diagnostic criteria.
When schoolwork keeps feeling too hard
These are reasons to ask questions, not a checklist for diagnosing a learning disability. If difficulties persist despite targeted teaching and support, an assessment may help explain what your child needs.
Spelling does not seem to stick
A word practised yesterday is difficult again today. Your child struggles to connect sounds with letters or spell familiar words when writing independently, even after teaching and practice.
Ideas get lost on the page
Your child tells a detailed story aloud but writes only a few lines. Organizing sentences, spelling and punctuation may make it hard to show what they want to say.
Math facts and numbers stay confusing
Basic number facts remain hard to remember, quantities are difficult to compare, or calculations take repeated support. Your child may lose track of the steps even after the concept has been taught.
Their work does not show what they know
You see a bright, curious child who can explain things their schoolwork does not show. That difference deserves a closer look, though a gap between ability and achievement alone does not establish a diagnosis.
Homework brings tears or avoidance
Starting a worksheet leads to tears, arguments or repeated trips away from the table. We ask which tasks are difficult and how that effort is affecting your child's confidence.
What we look at
A learning difficulties assessment considers the skills your child finds hard and the reasons they may be struggling. For a dyslexia assessment in Calgary, we look beyond a reading score to your child's broader learning profile. The questions you bring guide which measures we choose. For more background, read what a psychoeducational assessment includes.
Reading, writing and math achievement
We examine academic skills such as word reading, fluency, comprehension, spelling, written expression and mathematics. Alongside schoolwork and learning history, the results help us identify skills that need support and areas of strength.
Thinking and language processing
We consider reasoning and how your child understands and uses language. Where relevant, we assess phonological processing, the skills involved in noticing and working with speech sounds that help with reading and spelling.
Working memory and processing speed
Holding instructions in mind while completing a task and working through information at a comfortable pace can affect schoolwork. We consider these skills alongside achievement, rather than treating one score as the explanation.
Attention and everyday task demands
ADHD and learning disorders can co-occur. We consider attention and executive functioning when relevant, with information from home and school. Difficulty concentrating on hard work does not by itself mean your child has ADHD.
Emotional impact and school history
We ask about confidence, worry, attendance, instruction and previous support. Your child's language background and school experience matter when interpreting results. With your consent, teacher input and school records help put testing into context.
Six steps · Clinically supervised
How the Assessment Works
Every assessment follows the same clear process, with each step explained before it happens.
Step 1
A free discovery call
Tell us what you are noticing and what you hope to understand, and we’ll talk through whether an assessment is the right next step.
More about step 1
There is no obligation. If an assessment is not the best fit right now, we’ll say so and point you toward what might help instead.
Step 2
Getting to know your child
We gather background on your child’s development, learning and school experience from you and, where helpful, from their teachers.
More about step 2
This history shapes the assessment plan, so the testing answers your family’s questions instead of running through a standard checklist.
Step 3
A plan built around your questions
Tests are chosen for your child, not pulled from a one-size-fits-all battery.
More about step 3
Depending on your questions, the plan may include cognitive, academic, attention and executive functioning, emotional, behavioural and adaptive measures.
Step 4
Assessment sessions
Warm, paced sessions with breaks, where your child feels comfortable and involved, not just tested.
More about step 4
We explain what each activity is for and follow your child’s pace. Children do their best work when they feel understood, and the results are more accurate for it.
Step 5
Scoring, interpretation and review
Results are scored and interpreted carefully, then reviewed with the supervising Registered Psychologist.
More about step 5
Interpretation, any diagnostic considerations and the recommendations are all discussed in supervision before the report is finalized.
Step 6
Results, report and next steps
We walk you through the findings and give you a detailed written report with practical recommendations for home and school.
More about step 6
The report explains your child’s strengths as clearly as their challenges, and every recommendation is written to be usable in real life, not just filed away.
What you leave with
We explain the findings in plain language, including your child's strengths, areas of difficulty and any limits on what the assessment can tell us. The recommendations reflect the evidence, whether or not a diagnosis is made.
A detailed written report
Your report brings together the assessment results, relevant history and our interpretation. Any diagnostic conclusions and recommendations are reviewed with the supervising Registered Psychologist before the report is finalized.
Practical recommendations
We recommend teaching approaches and ways to reduce unnecessary barriers at home and school. That might mean targeted reading instruction or breaking written work into smaller parts. We help you decide which recommendations to discuss first.
Information for school planning
Findings can inform conversations about accommodations and a school support plan, such as an Individualized Program Plan, or IPP. Recommendations might include extra time or another way to show knowledge. Your school decides how it uses a private report and which supports it puts in place.
Assistive technology ideas
Where appropriate, we may recommend tools such as text-to-speech, audiobooks or speech-to-text. These are options to discuss and try with your child's school, alongside instruction. A recommendation does not guarantee access to a device or software.
Support after the report
We stay available to explain findings and talk through next steps after you have had time to read. When appropriate, we can help you think about how to share your child's needs with school. You decide who receives the report.
Common Questions About Learning Disability Assessments
At what age can a learning disorder be diagnosed?
A formal diagnosis of a specific learning disorder, including dyslexia, usually needs a period of schooling and evidence that difficulties persist despite targeted teaching and support. We assess from age 6, and there is no single birthday that determines readiness. We consider your child's learning history, progress and the suitability of the assessment measures. Preschool concerns about sounds, letters or language still deserve attention. Ask about support now, even if formal diagnosis would be premature.
Is dyslexia a learning disability?
Yes. Dyslexia describes a pattern of difficulties with word reading accuracy or fluency, decoding and spelling. In the DSM-5-TR, it is an alternative term for this pattern within specific learning disorder with impairment in reading, rather than a separate diagnostic category. Not every reading difficulty is dyslexia. We consider instruction, language experience and other possible explanations before reaching a conclusion.
What is a specific learning disorder?
Specific learning disorder is the DSM-5-TR diagnostic term for persistent difficulties learning and using academic skills. The diagnosis specifies impairment in reading, written expression or mathematics, and more than one area can be affected. Criteria include difficulties lasting at least six months despite targeted support, skills substantially below age expectations and a significant effect on school or everyday functioning. We also consider other explanations. One low mark or test score is not enough.
How much does a learning disability assessment cost?
Book a Discovery Call and we will share the current fee and what is included. Ask about payment terms, the expected timeline for sessions and the report, and whether any parts can happen virtually. In-person sessions are in SW Calgary. Confirm these details with us before booking so you can plan around school and your family's schedule.
Will my child's school accept a private assessment?
Ask your child's school before booking. The school decides whether a private report meets its documentation requirements and how it will use the findings. Ask whether it needs particular information, assessments or clinician credentials for the support you are seeking, and bring those requirements to the discovery call. We can discuss whether our assessment can address them. A report does not guarantee a school code, placement or particular support.
Is a learning disability assessment covered by insurance?
We issue insurance receipts, but coverage varies by plan. Tell your insurer that assessments are completed by Lacy Hunter, Provisional Psychologist, under the supervision of a Registered Psychologist. Ask whether your plan covers these services, including testing and report preparation, and check any limits or referral requirements. Confirm your child's coverage before booking. A receipt does not guarantee reimbursement.
Should we wait for a diagnosis before getting help?
No. Ask your child's teacher what targeted instruction and classroom support can begin now, and keep notes about what helps. Assessment can add information without delaying that support. If your child has severe anxiety, persistently refuses school or talks about self-harm, seek prompt help from your family doctor or a mental health professional rather than waiting for testing. If there is immediate danger, call 911.
Let's talk about what feels hard at school
Tell us what your child is finding difficult, and we will talk through whether an assessment is the right next step for your family.
Book a Discovery Call