Midwest Neuroeducational Services

11/29/2025

Here’s the straight, practical guidance parents rarely get — this is what actually matters at that first neuropsych appointment.

Keep it simple, focused, and make sure you walk out knowing what the plan is.

Key questions you should ask
1. “What exactly are you evaluating for?”
Don’t accept vague answers. You want to know whether they’re assessing learning disorders, ADHD, executive functioning, anxiety, autism, language issues, etc.
2. “Which tests will you use, and why?”
A good neuropsych can explain their test selection in plain English.
If they can’t, that’s a red flag.
3. “How will the results help us get support at school?”
You want the recommendations to drive real services, not just a diagnosis on paper. Ask how the findings translate into accommodations and interventions.
4. “Will you evaluate reading, writing, math, AND attention/executive skills?”
Many clinics skip major areas. Make sure it’s comprehensive, not a quick screener.
5. “How do you integrate parent and teacher input in the diagnosis?”
A solid evaluation includes home and school perspective. It prevents misdiagnosis.
6. “When will we get results, and how detailed will the report be?”
Make them say it out loud. A real report should include:
• clear diagnosis
• strengths and weaknesses
• school accommodations
• evidence based interventions
• a practical plan
If you only get a two-page summary, that’s not a neuropsych evaluation.
7. “Are you available for follow-up questions once the report comes out?”
Good clinicians don’t disappear after the feedback session.

What you should be ‘asking for’
• A comprehensive evaluation, not a narrowed one.
• A written report that clearly states diagnoses, scores, and specific recommendations.
• Recommendations tailored to your child, not boilerplate text.
• A plan for school advocacy if needed.

What many parents forget to mention
Tell the doctor:
• What is actually happening at home during homework.
• What teachers have said (and what they aren’t saying but you’re seeing).
• What you’re worried about long-term.
Neuropsychs need context. Without it, test data can mislead.

What NOT to worry about
• Don’t coach your daughter. Let her be herself.
• Don’t try to predict the results.
• Don’t stress the “right answers”. These tests aren’t like school.

What to say to your daughter tonight
“Tomorrow isn’t about passing or failing anything. It’s about understanding how your brain works so we can help school feel easier.”

That’s it. She doesn’t need more than that.

11/23/2025

A Reality Check for Parents: Beware of “Miracle” Dyslexia Cures on Social Media

Social media is flooded with programs and techniques promising to “fix dyslexia in a week,” “retrain the eyes,” “reset the brain,” or “cure reading problems without teaching phonics.” These posts are slick, emotional, and designed to hook desperate parents.
Here’s the truth: 99 percent of them are junk. Some are harmless wastes of money. Some actually harm kids by delaying real intervention. Almost none are grounded in real cognitive science.

Unscrupulous people know parents are scared and overwhelmed. They exploit that. They sell shortcuts, quick wins, and methods that “schools don’t want you to know.” They rely on testimonials instead of data and vague neuroscience jargon instead of evidence. When you ask for research, they dodge the question. When you ask what tests they use, they can’t answer.

Dyslexia is not cured by:
• colored lenses
• eye exercises
• magic worksheets
• “left brain/right brain training”
• vague “visual learning” programs
• non-phonetic “whole word” methods
• video-based miracle systems
• untrained “specialists” selling $1,500 packages

None of these retrain the reading circuitry of the brain. None strengthen phonological processing. None build the decoding and automaticity skills dyslexia actually affects.

What works?
• structured literacy
• explicit phonics
• systematic blending, segmenting, and sound mapping
• building orthographic memory through real practice
• addressing rapid naming, automaticity, and fluency
• targeted intervention based on a real clinical evaluation

These approaches work because they match how the brain learns to read. There are no hacks. No magic fixes.

Parents deserve clarity, not manipulation.
If a program can’t show research, can’t explain its mechanism, and can’t align with established reading science — walk away. A child’s future is too important to gamble on marketing tricks.

If you need help sorting the real from the fake, ask someone trained to diagnose dyslexia — not someone trained to make viral videos.

Your child needs truth, not promises.

Avner Stern, PhD
Midwest Neuroeducational Services
“Compassion with Science”
Overland Park, KS

11/10/2025

https://www.neuroeducational.com/

10/04/2025

Linking Dyslexia Assessment Results to Targeted Instruction

A dyslexia evaluation isn’t just about identifying a reading difficulty—it’s about understanding why a student struggles and how to teach more effectively. Each cognitive and linguistic area tested provides a roadmap for intervention. By linking assessment results to instructional targets, teachers can design lessons that directly address each student’s unique learning profile.

How to Adjust Science of Reading Instruction Based on Skill Deficits

Below is a guide for how remediation should shift depending on which foundational skill shows weakness during assessment.

1. Phonemic Awareness Deficit

Description: Difficulty identifying, blending, segmenting, or manipulating individual speech sounds.
Instructional Focus:
• Begin with oral-only sound manipulation before introducing letters.
• Provide explicit, daily practice in phoneme segmentation and blending (e.g., Heggerty, Kilpatrick).
• Move to phoneme–grapheme mapping once sound-level skills are firm.
• Reinforce phonological sensitivity across activities (say, stretch, tap, write).
Goal: Establish a strong foundation for decoding by automating awareness of speech sounds.

2. Orthographic Processing Deficit

Description: Struggles to recognize familiar letter patterns and store word spellings in long-term memory.
Instructional Focus:
• Explicitly teach spelling patterns and common orthographic conventions (e.g., -tch, -dge, vowel teams).
• Use word sorts to strengthen pattern recognition.
• Incorporate daily cumulative review of known words through reading and spelling practice.
• Avoid relying solely on memorization; link every pattern to its phoneme–grapheme base.
Goal: Build a mental storehouse of automatic word forms and spelling patterns.

3. Working Memory Weakness

Description: Difficulty holding and manipulating information—sounds, syllables, or directions—while reading or spelling.
Instructional Focus:
• Keep instruction chunked and scaffolded.
• Use visual cues (Elkonin boxes, color-coded graphemes) to reduce cognitive load.
• Teach routines and scripts that allow repetition and predictability.
• Provide overlearning opportunities—revisit and rehearse previously taught material.
Goal: Minimize working memory demands and promote automaticity through structure and repetition.

4. Rapid Automatized Naming (RAN) Deficit

Description: Slow retrieval of familiar symbols (letters, numbers, words), leading to reduced fluency.
Instructional Focus:
• Incorporate timed naming drills for letters, sight words, and simple text.
• Provide repeated oral reading of short passages to build rate and accuracy.
• Pair fluency work with phrasing and expression training.
• Ensure decoding is automatic before focusing heavily on speed.
Goal: Improve efficiency in word retrieval and overall reading fluency.

5. Processing Speed Deficit

Description: Accurate but slow processing that impacts comprehension and endurance.
Instructional Focus:
• Offer short, frequent sessions to reduce fatigue.
• Use cumulative review and automaticity drills (rapid word recognition, repeated readings).
• Provide opportunities for overlearning with immediate feedback.
• Avoid overwhelming pace; track incremental gains.
Goal: Strengthen automatic processing and reduce the cognitive effort required for decoding.

6. Visual–Verbal Associative Memory Deficit

Description: Difficulty connecting what is seen (letters, words) with what is heard or understood.
Instructional Focus:
• Use multisensory instruction that links visual, auditory, and kinesthetic channels.
• Practice reading and spelling the same words to reinforce cross-modal connections.
• Introduce morphology (roots, prefixes, suffixes) to build meaning-based retrieval.
• Include imagery and verbal labeling tasks (“See it, say it, spell it, use it”).
Goal: Strengthen integration between print, sound, and meaning for automatic word recognition.

Putting It All Together

A well-designed dyslexia evaluation tells educators exactly where to start and what to emphasize. The results guide:
• The entry point for instruction
• The pace and intensity of intervention
• The methods most likely to produce progress

When teachers align instruction with diagnostic data, reading improvement accelerates—and students finally begin to experience success.

Avner Stern, PhD
Midwest Neuroeducational Services
Overland Park, KS
drstern@neuroeducational.com
913-214-1180

10/04/2025

Clinician-Led Diagnosis, Teacher-Led Monitoring — What Works and Why
• Who diagnoses? Trained clinicians (school/clinical psychologists, SLPs with literacy expertise, educational diagnosticians). They look under the hood—phonological processing, rapid naming, orthographic learning, working memory/attention—to explain why reading is hard and to rule in/out dyslexia and comorbidities.
• Who monitors? Teachers and reading specialists. They run universal screeners and frequent progress checks (e.g., oral reading fluency, word and nonsense-word fluency, curriculum-based measures) and ensure interventions are delivered with fidelity.
• Teachers aren’t “just about scores.” Many are trained in structured literacy and can collect process-relevant data; they typically don’t run full diagnostic batteries, which is appropriate.
• Best practice statement: Diagnostic evaluation—and periodic process-level check-ins—belongs with clinicians trained in the neuropsychology of reading. Screening and ongoing progress monitoring are led by teachers/reading specialists, and the team integrates both to guide instruction, IEP/504 decisions, and intervention tweaks.
• When to re-probe processes: At re-evals or big decision points, include phonological manipulation, RAN, decoding efficiency (real and pseudowords), orthographic choice/word recognition, irregular-word reading, spelling error patterns, and working memory/attention as indicated (common tools: TOD, CTOPP-2, TOWRE-2, PAST). Recheck every 12–16 weeks if growth is unclear.

Bottom line: Clinicians diagnose and analyze processes. Teachers screen and track growth. The team uses both streams of data to steer instruction—accurate, defensible, practical.

Avner Stern, PhD
Midwest Neuroeducational Services
Overland Park, KS
drstern@neuroeducational.com

09/27/2025

How effective is Phono-Graphix for dyslexia?
Phono-Graphix is a structured way to teach the code of written English—how sounds map to letters and letter groups. Research shows it can help struggling readers, including many children with dyslexia, especially in the early grades. It builds the core skills dyslexic students often lack: phonemic awareness, blending, segmenting, and flexible decoding.

How does it fit the Science of Reading model?
• Strong alignment: It clearly addresses the word recognition strand of the Reading Rope (phonological awareness, phonics, and decoding).
• Partial coverage: It does not directly target the language comprehension strand (vocabulary, background knowledge, syntax, etc.). Teachers using Phono-Graphix will need to provide those elements separately.
• Simple View of Reading: Phono-Graphix supports the “decoding” side of the equation very well, but you’ll need other instruction to build the “language comprehension” side.

Who benefits the most?
• Early learners (K–3): Children who are just learning the code and need strong, direct teaching in how sounds and letters work together.
• Students with weak phonemic awareness: Kids who struggle to hear, pull apart, and blend sounds.
• Students who get lost in rules: Since Phono-Graphix uses a “sound picture” approach instead of heavy rule teaching, it often clicks with students who feel overwhelmed by complex spelling rules.

Who may need more than Phono-Graphix?
• Older students with entrenched reading and spelling problems—because they also need morphology, advanced spelling instruction, and comprehension work.
• Students who need lots of cumulative review and multi-sensory practice (where OG or Wilson might be stronger).

So: Phono-Graphix is a good fit for cracking the code quickly and effectively, but most dyslexic students will need it supplemented with morphology, fluency practice, and comprehension instruction to cover the full Science of Reading.

Midwest Neuroeducational Services
Overland Park, KS

09/01/2025

08/30/2025

Screening and assessment live in two different worlds, but the dyslexia field often blurs them—sometimes to the child’s detriment.

Why screeners are leaned on so heavily
• Cost and scalability: Screeners are quick, cheap, and can be administered to whole classrooms in minutes. Schools under pressure to meet state dyslexia mandates often default to screeners because they don’t have the personnel, time, or budget to run full assessments on every at-risk child.
• Policy requirements: Many states passed “dyslexia screening laws” without allocating funding for actual assessments. That means schools are legally obligated to screen, but not necessarily to test.
• False sense of security: Screeners are marketed as research-based, “catch-all” tools, so educators feel they’re fulfilling their responsibility. But as you note, they can’t measure the discrepancy between reading and cognitive ability, nor can they parse whether memorization, environmental factors, or underlying processing weaknesses are driving performance.
• Early intervention push: Advocates argue “screen early, intervene early,” which is absolutely true in spirit. But in practice, screening often substitutes for real diagnostic assessment, creating gaps and misidentification.

Why this is a problem
• Screeners miss nuance: They can flag kids as “at risk” who really just need instruction, while overlooking children with more subtle dyslexic profiles (like those with strong phonemic awareness but weak orthographic mapping).
• They don’t answer the crucial “unexpected difficulties” question, which is the heart of a dyslexia diagnosis.
• They can delay real assessment because schools say, “We screened, we’ll wait and see.”

The bottom line
The “dyslexia world” leans on screeners because they’re easy to scale and check policy boxes. But an actual assessment—a structured, standardized, cognitive and academic evaluation—is what determines if difficulties are unexpected and guides targeted, effective intervention. Screeners raise flags; assessments provide answers.

Avner Stern, PhD
Midwest Neuroeducational Services
Overland Park, KS
drstern@neuroeducational.com

08/20/2025

Why is spelling harder than reading for kids with dyslexia?

Many parents notice that their child can read a word but still struggle to spell it. That’s because reading lets kids use context and clues to figure out words—but spelling doesn’t give any shortcuts. Every sound has to be remembered, every letter has to be in order.

English spelling makes it even harder, with words like said, one, and enough that don’t follow the rules. For children with dyslexia, holding all those sounds and letters in memory is tough, which makes spelling a bigger challenge than reading.

✨ What helps?
• Step-by-step teaching of sounds and letters
• Learning and practicing patterns and rules
• Multisensory practice (say it, write it, trace it, tap it)
• Extra practice with tricky words
• Using spelling in real writing, not just worksheets
• Memory tricks (color, pictures, chunks)
• Lots of review and repetition

With the right support, kids can become stronger spellers—it just takes more time and practice than reading.

Avner Stern, PhD
Midwest Neuroeducational Services
Overland Park, KS

08/12/2025

Early Dyslexia Testing: The Best Start for a Bright Future

Reading is the foundation of learning—and for some children, it doesn’t come easily. Dyslexia is one of the most common learning differences, yet it often goes undetected until struggles become significant. The good news? Early testing can change that.

Our Early Dyslexia Testing is designed to identify signs of dyslexia in young children—often as early as age 5—when the brain is most responsive to intervention. Early identification means we can provide the right strategies before frustration, anxiety, or low self-esteem set in.

What makes our approach different?

✔️ Comprehensive, evidence-based screening
We use trusted, research-backed tools to evaluate early literacy skills, phonological awareness, rapid naming, and other key indicators of reading difficulties.

✔️ Child-centered, supportive environment
Our assessments are designed to be engaging and low-stress, tailored to your child’s age and developmental level.

✔️ Clear answers and actionable next steps
You’ll receive a detailed explanation of your child’s strengths and areas of concern, plus guidance on how to support them—at home and at school.

Early support changes everything. When children understand how they learn and receive the help they need, they become more confident, capable, and ready to thrive.

📅 Now accepting appointments for early dyslexia screening

Midwest Neuroeducational Services
Overland Park, KS
913-214-1180