Evaluation of learning disability: what parents need to know

Last updated 2026-07-11

What is a learning disability evaluation and why does it matter?

A learning disability evaluation is a formal, multi-part assessment that measures how a child thinks, processes information, and performs academically. It's the legal gateway to services. Without a completed evaluation, a school cannot identify a child as having a disability under federal law, and it cannot design or deliver special education supports.

The term "learning disability" covers a specific legal category under the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1401. IDEA defines a Specific Learning Disability (SLD) as "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations." ^[1] That definition is broad on purpose. It covers dyslexia, dyscalculia, dysgraphia, auditory processing disorder, and related conditions.

The evaluation matters for two reasons. First, it replaces guessing with data. Many children spend years in intervention that doesn't fit their actual profile because nobody has looked closely at the underlying pattern. Second, the results carry legal weight. A school that has evaluation data showing eligibility is legally obligated to offer a free appropriate public education (FAPE). That obligation is not optional.

Parents sometimes ask whether an outside private evaluation is better than a school evaluation. The short answer: they can complement each other, but you don't need to pay for a private one to get services. More on that distinction in a later section.

What federal law governs the evaluation process?

Two federal laws shape this process: IDEA and Section 504 of the Rehabilitation Act of 1973.

IDEA covers children ages 3 through 21 who need special education. It requires schools to conduct evaluations at no cost to parents, obtain informed written consent before evaluating, complete the evaluation within 60 calendar days of receiving that consent (unless your state has a shorter deadline), use multiple measures and sources of information, and evaluate in all areas related to the suspected disability. ^[1]

Section 504, which is broader and covers any disability that substantially limits a major life activity, has its own evaluation requirements. There's no federal 60-day deadline written into 504 regulations, but the U.S. Department of Education's Office for Civil Rights (OCR) expects schools to act without undue delay. ^[2] Section 504 plans don't provide special education services, but they do provide accommodations, and many children who don't qualify under IDEA are eligible under 504.

IDEA also includes "Child Find" obligations. That means every public school district must actively identify, locate, and evaluate children who may have disabilities, including children attending private schools within the district's boundaries. ^[1] You don't have to wait for a teacher to refer your child. You can request the evaluation yourself in writing.

One practical note: the 60-day clock in IDEA starts when the school receives your written consent, not when you first raise concerns verbally. Put your request in writing and keep a copy with the date.

What areas does a learning disability evaluation test?

A full evaluation must cover every area where a disability is suspected. IDEA regulations at 34 C.F.R. § 300.304 say evaluations cannot use a single test as the sole criterion and must assess the child in all areas related to the suspected disability, including health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. ^[3]

In practice, for a suspected specific learning disability, a school psychologist or licensed evaluator typically administers a battery that includes the following components:

Area Assessed	Common Instruments Used	What It Tells You
Cognitive ability (IQ)	WISC-V, DAS-II, CAS-2	Overall intellectual profile, reasoning strengths/weaknesses
Academic achievement	WIAT-4, WJ-IV ACH, KTEA-3	Reading, writing, math performance vs. grade/age norms
Phonological processing	CTOPP-2	Phonemic awareness, phonological memory, rapid naming
Processing speed	Subtests of WISC-V or WJ-IV COG	How quickly the brain processes simple visual information
Working memory	Subtests of WISC-V or WJ-IV COG	Holding and manipulating information in short-term storage
Language	CELF-5, TOLD	Receptive and expressive language skills
Executive function	BRIEF-2, behavioral rating scales	Planning, inhibition, cognitive flexibility
Vision and hearing	Screening or specialist referral	Rule out sensory causes

The evaluator doesn't always administer every battery listed above. They choose based on the referral question. If the concern is reading, expect heavy emphasis on phonological processing and academic achievement. If the concern is math, expect more focus on working memory and numerical processing. A child showing signs of dyslexia would typically get the CTOPP-2 and measures of rapid automatized naming alongside a full reading battery. ^[4]

Rating scales filled out by parents and teachers are part of the picture too. They capture behavior in natural settings that standardized tests can't see.

How does the school decide if a child qualifies?

Federal law allows two models for determining SLD eligibility, and states choose which one (or a combination) their districts use.

The first is the discrepancy model. It looks for a significant gap between a child's measured cognitive ability (IQ) and their academic achievement. If a child has average or above-average intelligence but reads two or more grade levels below expected, the gap itself counts as evidence of a learning disability. The research literature has criticized this approach. A 2002 analysis in the American Educational Research Journal found that IQ-achievement discrepancy criteria fail to distinguish between poor readers with and without high IQ, meaning many children with genuine reading disabilities are missed simply because their IQ isn't high enough to produce a "significant" gap. ^[5]

The second model is Response to Intervention (RTI), sometimes called Multi-Tiered System of Supports (MTSS). Under RTI, the school provides progressively intensive, evidence-based instruction and monitors whether the child responds. A child who fails to respond to high-quality Tier 2 and Tier 3 intervention may qualify for special education. The intent is good: catch struggling readers early with strong instruction rather than waiting for failure. The risk in practice: RTI can be used to delay a formal evaluation for years. IDEA is explicit that RTI may not be used to deny or delay a parent's request for an evaluation. ^[1]

Many states now use a third approach: the Patterns of Strengths and Weaknesses (PSW) model, which looks at the cognitive processing profile itself rather than just the IQ-achievement gap or intervention history. PSW evaluation requires more clinical judgment and a wider test battery.

If a child doesn't meet the criteria for SLD under IDEA, the team may still find eligibility under another IDEA category (Other Health Impairment, Developmental Delay, etc.) or recommend a 504 plan for accommodations.

Who conducts a learning disability evaluation?

For a school-based evaluation, the assessment is typically led by a school psychologist. Other members of the evaluation team can include special education teachers, speech-language pathologists, general education teachers, the parents, and sometimes the child.

The team collectively makes the eligibility determination. No single professional makes that call alone, and a child cannot be identified as having a disability based on the findings of just one person. ^[3]

For a private independent educational evaluation (IEE), a licensed psychologist, neuropsychologist, or educational diagnostician conducts the evaluation outside the school. Private evaluations often go deeper. They typically include a more detailed clinical interview, wider test batteries, and a fuller narrative interpretation of how the findings interact. They also cost money. A private neuropsychological evaluation runs roughly $2,000 to $5,000 depending on the provider, geographic location, and scope of the battery. ^[6] Some pediatric neuropsychologists at academic medical centers have waiting lists of six months or more.

Here's the key legal point parents often don't know: if you disagree with the school's evaluation, you have the right under IDEA to request an Independent Educational Evaluation at public expense. The school must either pay for the IEE or file for a due process hearing to show its own evaluation was appropriate. ^[10] That right is real. If you exercise it, put the request in writing and cite 34 C.F.R. § 300.502.

A learning disability test conducted privately can also be shared with the school, which must consider it as part of any IEP meeting, even if it isn't obligated to adopt every recommendation.

What does a school evaluation cost and how long does it take?

A school-initiated or parent-requested evaluation through the public school is free. Zero cost. That's a hard requirement under IDEA. ^[1] The school covers all costs for the evaluation and for any specialist involved.

The timeline is 60 calendar days from written consent under federal law, though some states set tighter deadlines. California requires completion within 60 calendar days. New York requires 60 school days, which often runs longer than 60 calendar days. Texas requires 60 calendar days. Check your state's specific rules at your state education agency's website or through the Wrightslaw state-by-state resource. ^[7]

Private evaluations are different. Cost ranges vary a lot:

Evaluation Type	Typical Cost Range	Who Pays
School (public)	$0	School district
IEE at public expense	$0 if school agrees or loses due process	School district
Private educational evaluation	$800 to $2,500	Family (insurance rarely covers)
Private neuropsychological	$2,000 to $5,000+	Family (check insurance)
University training clinic	$200 to $800 (sliding scale sometimes)	Family, often lower cost

University training clinics are worth looking into if cost is a barrier. Many graduate psychology programs offer supervised evaluations at reduced rates. The evaluators are trainees, but they work under licensed supervisors and the quality is often excellent.

After the evaluation is complete, the school must give you a copy of the written report and hold an eligibility meeting, usually called an IEP team meeting. You have the right to get the report far enough in advance to come to that meeting prepared.

How do you request a learning disability evaluation from your child's school?

Write a letter. Email works too, but a letter with a timestamp is better. Verbal requests don't trigger the 60-day clock and are too easy to lose or misremember.

Your letter should include your child's full name and date of birth, the school they attend, a brief description of your concerns ("my daughter is in second grade and cannot decode simple three-letter words despite a full year of reading instruction"), and a direct statement: "I am requesting a full and individual evaluation to determine whether my child has a specific learning disability under the Individuals with Disabilities Education Act (IDEA)."

Send it to the school principal and the special education director at the district level. Keep a copy. If you email, keep the sent message. If you mail, send it certified.

Once the school receives your request, they have a reasonable period (usually 10 to 15 days, varies by state) to send you a Prior Written Notice and Procedural Safeguards notice, and then a consent form. Sign and return the consent. The 60-day clock starts the day the signed consent arrives at the school.

The school can decline to evaluate, but only if they send you a written Prior Written Notice explaining why. If they deny the request and you disagree, you can request mediation or file a state complaint. IDEA gives parents procedural rights precisely because disagreements happen. ^[1]

If you're working through this process while also trying to understand what the scores will mean, the ReadFlare parent advocacy kit has a plain-language guide to reading evaluation reports and a letter template you can adapt.

What happens after the evaluation: eligibility, IEP, and 504 decisions

After the evaluation is complete, the IEP team meets to review the results and decide two things: does the child have a disability, and does that disability require special education services?

Both questions must be answered yes for IDEA eligibility. A child can have a diagnosed learning disability and still not qualify under IDEA if the team decides the disability doesn't adversely affect educational performance to the extent that special education is needed. That determination is subjective and contested, and it's one of the most common sources of parent-school disputes.

If the child qualifies under IDEA, the team moves directly to developing an Individualized Education Program. The IEP must include present levels of performance, measurable annual goals, specific services and their frequency and duration, accommodations, and a description of how progress will be measured. IDEA requires the IEP to be in place within 30 days of the eligibility determination. ^[1]

If the child doesn't qualify under IDEA but has a disability that substantially limits a major life activity (like reading), the child may still qualify for a 504 plan. A 504 plan provides accommodations (extended time, preferential seating, text-to-speech tools) but not direct special education services. There's no federal form or mandated timeline for 504 plans, which means districts vary widely in how they handle them.

If you disagree with the eligibility decision, you have several options: request an IEE, file a state complaint with the state education agency, or request a due process hearing. Each path has different timelines and evidence standards. A special education attorney or advocate can help you choose. The Wrightslaw website (wrightslaw.com) has a free state-by-state list of parent training and information centers funded under IDEA. ^[7]

Children diagnosed with phonological dyslexia or double deficit dyslexia will often show specific patterns in the evaluation that point directly toward the type of reading instruction they need, particularly structured literacy approaches grounded in the science of reading.

What does the research say about identifying learning disabilities early?

Early identification matters enormously, and the evidence is strong. A 2009 paper by Gabrieli in Science found that neuroimaging and behavioral measures can distinguish children at risk for dyslexia before formal reading instruction begins. ^[8] The takeaway for parents is blunt: waiting for failure is not a scientifically defensible strategy, even though many schools operate under a "wait and see" model.

The National Reading Panel's 2000 report established that systematic phonics instruction and phonemic awareness training work for most struggling readers when started early. ^[9] Children who get appropriate intervention in kindergarten and first grade respond far better than those who begin in third grade or later. One figure gets cited constantly: roughly 74% of children who are poor readers in third grade stay poor readers in ninth grade without intervention. That number comes from a longitudinal study by Francis and colleagues. ^[12] The exact percentage shifts slightly with the population studied, but the direction holds across datasets.

That's the urgency. An evaluation in kindergarten or first grade, followed by targeted reading instruction, can change a child's trajectory. An evaluation in fifth grade, after years of reading failure and eroded confidence, is still worth doing, but the remediation is harder and the emotional toll is already real.

Parents often want to know how a dyslexia screening (a shorter, narrower tool than a full evaluation) compares to a full learning disability evaluation. The difference is scope and legal weight. A dyslexia test or screener can flag risk, but only a full evaluation under IDEA generates legal eligibility for services. Many states now mandate dyslexia screeners in kindergarten or first grade. Check whether your state has one.

Parents can also look at the specific patterns the evaluation reveals. A child with a rapid naming deficit alongside poor phonological awareness has a double deficit profile that predicts the most severe reading difficulties and calls for the most intensive intervention. That information is in the evaluation data if you know how to read the scores.

How do you read and understand an evaluation report?

Evaluation reports are dense. They're written by psychologists for psychologists, not for parents. Here's a practical framework for getting through one.

Start with the Summary and Recommendations section at the end. That's where the evaluator translates everything into conclusions. Then go back and read the sections that support those conclusions.

Standard scores: most measures use a scale where 100 is the mean and 15 is one standard deviation. Scores from 85 to 115 fall in the average range. A score of 70 or below is two standard deviations below the mean and counts as a significant deficit on most instruments. Percentile ranks are often easier to grasp: a 16th percentile score means the child performed as well as or better than 16% of same-age peers.

Watch for these specific score patterns tied to learning disabilities:

• Low phonological awareness scores on the CTOPP-2 (standard score below 85) with average or near-average IQ: classic dyslexia profile
• Low processing speed with average reasoning: may indicate a processing speed deficit that affects reading fluency
• Large gap between verbal and nonverbal reasoning: may point to a language-based learning disability
• Low working memory with average other scores: often shows up as difficulty following multi-step directions and slows reading comprehension

If the report includes a diagnosis, check whether it's a DSM-5 diagnosis (Specific Learning Disorder with impairment in reading/writing/math) or an IDEA eligibility category (Specific Learning Disability). These overlap but aren't identical. ^[11] A DSM-5 diagnosis from a private clinician supports a school finding but doesn't compel one.

Ask the evaluator to walk you through the report at the eligibility meeting. You have the right to ask questions, bring a support person, and request that any jargon be explained in plain language. If you want more help parsing evaluation scores, learning disabilities resources from organizations like the National Center for Learning Disabilities include score interpretation guides.

Private evaluation vs. school evaluation: which is better?

Honest answer: they do different jobs, and many families benefit from both at different points.

A school evaluation is free, legally mandated, and tied directly to IEP eligibility. The evaluator knows the school context and is usually reachable for follow-up questions. The limitation is that school evaluators often carry large caseloads and have limited time per case. Some districts also have a culture of setting high eligibility thresholds to hold down the number of children who qualify for costly services. That's an uncomfortable truth, but parent advocates and special education attorneys see it regularly.

A private neuropsychological evaluation is usually wider and deeper. The report is often more clinically detailed, with fuller recommendations. Private evaluators have no institutional interest in minimizing findings. The downsides: cost ($2,000 to $5,000+), wait times, and the fact that a private evaluation doesn't automatically confer IDEA eligibility. The school team must consider a private evaluation, but it can weigh that against the school's own data and disagree.

Here's what I'd actually do. Start with the school evaluation because it's free and starts the legal clock. If the school's evaluation seems incomplete, if the child is found ineligible and you disagree, or if the profile is complex (multiple coexisting conditions, bilingual child, twice-exceptional child), then pursue a private evaluation. Request the IEE at public expense first before paying out of pocket.

If you're in a district with a well-resourced, experienced school psychology team, the school evaluation may be entirely enough. If you're in an underfunded district, the private evaluation may be the only way to get a full picture. Neither answer is universal.

Special situations: bilingual children, twice-exceptional children, and preschoolers

Three groups of children are consistently underidentified or misidentified in learning disability evaluations.

Bilingual children get misclassified often. A child who is learning English as a second language may show low scores on English-language assessments simply because of limited English proficiency, not because of a learning disability. IDEA requires evaluations to be conducted in the child's native language or other mode of communication, and assessors have to distinguish a language difference from a language disorder. ^[3] In practice, this is genuinely hard. Ask specifically whether the evaluator has experience with English language learners and what bilingual-normed tests were used.

Twice-exceptional children (2e) have a learning disability alongside a high IQ or recognized giftedness. They're routinely missed because their intellectual strengths mask their academic weaknesses. A 2e child may read at grade level overall but with extraordinary effort, using compensatory strategies that hide an underlying phonological deficit. The discrepancy model may not flag them because the IQ-achievement gap doesn't look large enough. The PSW model or a careful clinical evaluation is more likely to capture their profile accurately.

Preschoolers age 3 to 5 fall under early childhood provisions of IDEA rather than the K-12 special education system. Evaluation criteria are different: the focus is on developmental delay rather than specific learning disability, because you can't measure a reading disability in a child who hasn't started reading instruction yet. But you can measure phonological awareness, rapid naming, and language development, and those are meaningful early predictors. A child showing early signs of dyslexia before kindergarten deserves a developmental evaluation even if a full SLD evaluation isn't yet appropriate.

Frequently asked questions

Can I request a learning disability evaluation if my child isn't failing?

Yes. IDEA doesn't require a child to fail before you can request an evaluation. If you have a reasonable concern about how your child is learning, that's enough to trigger a request. Schools sometimes push back and suggest more monitoring, but their refusal must be in writing. Put your request in writing and reference IDEA's Child Find obligation. A child who is struggling but compensating with enormous effort still deserves an evaluation.

How long does a school learning disability evaluation take?

Federal law under IDEA requires the evaluation to be completed within 60 calendar days of the school receiving your signed consent. Some states set shorter timelines. The actual testing usually takes two to four hours spread across one or two sessions, but scheduling, scoring, report writing, and the eligibility meeting can fill the full 60-day window. If the school misses the deadline without your agreement to extend, that's a procedural violation.

What is the difference between a learning disability evaluation and a dyslexia screening?

A dyslexia screening is a brief tool, usually 15 to 30 minutes, that flags children who may be at risk for reading difficulties. Many states now mandate kindergarten screeners. A full learning disability evaluation is a multi-hour assessment conducted by a licensed evaluator across many areas. Only the full evaluation generates legal eligibility for IDEA services. A screening can be a useful first step, but it doesn't replace the formal evaluation.

Does my child need a diagnosis from a doctor before the school will evaluate?

No. A medical or psychiatric diagnosis is not required before a school must evaluate. Parents and teachers can both initiate a referral. If a doctor has already diagnosed your child with dyslexia or ADHD, share that report with the school because it's relevant information, but don't let anyone tell you it's a prerequisite. IDEA gives school teams the authority and obligation to evaluate independently.

What if the school says my child doesn't qualify for an IEP after the evaluation?

You have several options. First, ask the team to explain exactly which eligibility criteria the child didn't meet and request the data in writing. Second, request an Independent Educational Evaluation (IEE) at public expense under 34 C.F.R. § 300.502. Third, ask whether the child qualifies for a Section 504 plan instead. Fourth, file a state complaint or request due process if you believe the decision violates IDEA. A special education advocate or attorney can advise you on the strongest path.

Can a private evaluation override the school's evaluation?

Not automatically, but it carries real weight. The IEP team must consider a private evaluation, and if the school disagrees with its conclusions, it must explain why in writing. A private evaluation from a qualified neuropsychologist often prompts schools to take a second look, especially if it documents areas the school evaluation didn't cover. If you requested an IEE at public expense, the school is required to consider it in any IEP meeting.

What tests are used in a learning disability evaluation?

Common instruments include the WISC-V (cognitive ability), WIAT-4 or WJ-IV (academic achievement), CTOPP-2 (phonological processing), CELF-5 (language), and BRIEF-2 (executive function rating scales). The specific battery depends on the child's age, the suspected disability, and the evaluator's training. No single test determines eligibility; IDEA requires multiple measures and data sources. Evaluators also use teacher and parent rating scales to capture real-world behavior.

How much does a private learning disability evaluation cost?

Private educational evaluations typically run $800 to $2,500. A full neuropsychological evaluation is usually $2,000 to $5,000 or more, depending on location and the evaluator's credentials. University training clinics often offer reduced-cost options in the $200 to $800 range. Health insurance rarely covers educational evaluations, though some plans cover neuropsychological testing when there's a medical indication. Always confirm coverage before scheduling.

Does the evaluation process differ for children with ADHD versus dyslexia?

The same IDEA framework applies, but the assessment battery shifts. An ADHD evaluation includes behavioral rating scales, executive function measures, and often a clinical interview about symptoms across settings. A dyslexia evaluation emphasizes phonological processing, rapid naming, and reading fluency. ADHD and dyslexia co-occur in roughly 40% of cases, so a thorough evaluation often assesses both. Under IDEA, ADHD typically falls under the Other Health Impairment category rather than Specific Learning Disability.

Can a learning disability evaluation identify dyscalculia or dysgraphia, more than dyslexia?

Yes. A full evaluation can identify any specific learning disability, including dyscalculia (math) and dysgraphia (writing). The evaluator needs to include measures of mathematical reasoning, computation, and written expression in the battery. Parents should name all areas of concern in the evaluation request letter so the school tests each one. IDEA's SLD category explicitly covers reading, writing, and math disabilities.

What rights do parents have during the evaluation process?

Under IDEA, parents have the right to give or withhold consent before any evaluation, receive all evaluation records, participate in the eligibility meeting, bring a support person or advocate, receive prior written notice of any school decision, request an IEE at public expense if they disagree with the school's evaluation, and file a complaint or request due process if they believe the school violated IDEA. These rights are summarized in the Procedural Safeguards notice the school must give you.

How often can a child be re-evaluated for a learning disability?

IDEA requires a re-evaluation at least every three years (called a triennial or three-year review). A re-evaluation can happen sooner if conditions warrant, at the request of the parent or teacher. It cannot happen more than once per year unless the parent and school agree otherwise. Re-evaluations assess whether the child still has a disability and whether the current IEP services remain appropriate given the child's growth.

What should I bring to my child's evaluation eligibility meeting?

Bring a support person if you want one. Bring any private evaluation reports, medical records, or outside assessments you have. Bring a list of written questions. Ask for the school's evaluation report at least a few days before the meeting so you can read it in advance. You can also bring notes documenting your child's struggles at home and any communication from teachers about concerns. Take notes during the meeting or ask if you can record it.

Sources

1. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1401 and § 1414: IDEA requires free evaluations, 60-day timeline from written consent, Child Find obligations, and IEE rights at public expense
2. U.S. Department of Education, Office for Civil Rights, Section 504 and IDEA comparison: Section 504 requires evaluation before placement and prohibits undue delay; no federal specific-day timeline is written into 504 regulations
3. U.S. Department of Education, IDEA regulations, 34 C.F.R. § 300.304, Evaluation Procedures: Evaluations must use multiple measures, assess all areas of suspected disability, and be conducted in the child's native language
4. Wagner, R.K., Torgesen, J.K., Rashotte, C.A., & Pearson, N.A. Test of Phonological Processing, Second Edition (CTOPP-2), PRO-ED: CTOPP-2 is a standardized measure of phonological awareness, phonological memory, and rapid naming used in dyslexia evaluations
5. Stuebing, K.K. et al. (2002). Validity of IQ-discrepancy classifications of reading disabilities. American Educational Research Journal, 39(2), 469-518: IQ-achievement discrepancy criteria fail to distinguish between poor readers with and without high IQ, resulting in missed identifications
6. National Association of School Psychologists (NASP), Independent Educational Evaluations: Private neuropsychological evaluations typically cost $2,000 to $5,000 depending on scope and geographic location
7. Wrightslaw, State Resources for Special Education and IDEA: State-by-state special education timelines and parent training and information centers funded under IDEA
8. Gabrieli, J.D.E. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325(5938), 280-283: Neuroimaging and behavioral measures can distinguish children at risk for dyslexia before formal reading instruction begins
9. National Institute of Child Health and Human Development (NICHD), Report of the National Reading Panel (2000): Systematic phonics instruction and phonemic awareness training are effective for most struggling readers when started early
10. U.S. Department of Education, IDEA regulations, 34 C.F.R. § 300.502, Independent Educational Evaluation: Parents have the right to an IEE at public expense if they disagree with the school's evaluation; school must pay or file for due process
11. American Psychiatric Association, DSM-5, Specific Learning Disorder diagnostic criteria: DSM-5 Specific Learning Disorder covers impairment in reading, written expression, and mathematics; related but not identical to IDEA's SLD category
12. Francis, D.J. et al. (1996). Developmental lag versus deficit models of reading disability. Journal of Educational Psychology, 88(4), 601-619: Approximately 74% of children who are poor readers in third grade remain poor readers in ninth grade without intervention