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Abstract

Dyslexia is a lifelong neurodevelopmental disorder characterized by persistent difficulties in word reading, reading fluency, and spelling despite adequate intellectual abilities and educational opportunities. This case study examines the cognitive and academic profile of CP, a high-achieving 21-year-old university student with a well-documented history of dyslexia, as she prepares for the Medical College Admission Test (MCAT; Association of American Medical Colleges, 2017). CP has experienced persistent deficits in word reading, reading fluency, and spelling, which have necessitated individualized accommodations throughout her academic career. Despite years of intensive, evidence-based reading intervention, CP continues to struggle with decoding and spelling, impacting her reading efficiency and written expression. A comprehensive psychoeducational evaluation, including the WJ V (McGrew et al., 2025) and other tests, confirmed significant ongoing weaknesses in basic reading skills, reading fluency, and spelling, consistent with a diagnosis of dyslexia. Her case underscores the importance of ongoing academic accommodations, such as extended time on tests and access to assistive technologies, to ensure that individuals with dyslexia are able to fully demonstrate their knowledge and abilities in competitive academic and professional environments.

Keywords

education assessment educational psychology dyslexia Woodcock–Johnson accommodations

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A Postsecondary Case Study: Use of the WJ V Dyslexia Test Set and Other Tests to Inform Recommendations for Accommodations in Higher Education

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