Every score report prints a confidence interval and almost no practitioner acts on it. What the standard error of measurement is, why the band's width is a software setting rather than a property of the student, why it changes four-fold within one report, and why comparing two scores needs an error term the band cannot supply.

A spelling test tells you how far behind a student is or what to teach on Wednesday, almost never both. What the TWS-6, TOC-2, WIST, SPELL-3 and the achievement batteries each actually report, in their publishers' own words.

The federal record on reading intervention for older students splits in two: a practice guide that recommends four things and names no program, and a program review that found one positive result in twenty-nine. A practitioner's map of both, and of the high school gap between them.

Phonological awareness is an umbrella term and every instrument decides how wide the umbrella is. A practitioner's comparison of what the CTOPP-2, PAT-2:NU, TOPA-2+, LAC-3, WIAT-4 and the free PAST each actually sample, and where the published record runs out.

The compiled ORF norms practitioners cite and the threshold they apply to them come from two different documents with two different silences. What Technical Report 1702 actually says, why words correct per minute is not one unit, and what a single probe's standard error does to a percentile band.

A teacher rating scale, a composite from an achievement battery, a universal CBM battery, an unnormed free measure, a tablet game, a web test and a clinician's twenty minutes are all called dyslexia screening tools. What each one actually measures, the one published classification-accuracy bar, and why every publisher's own words end in the same instruction.

Five professional codes govern consent in this field and they do not agree about who has to agree. AET's Code never uses the word assent and never defines who the client is, CEC's never says informed consent at all, ASHA's applies a capacity test rather than an age test, ICF calls the paying parent a sponsor, and only APA's names permission, consent and assent as three acts.

The ten-year rule is not in any document practitioners cite for it. What the APA ethics code, the 2014 joint testing standards and the publishers actually say, why the copyright year is four years later than the norms, and why asking which edition somebody holds does not identify the norms.

Five public systems rate reading programs, and not one of them rates whether a program will move your student. What each actually measures, who decides whether a program appears at all, and why the higher tier label sat on the smaller effect size on 30 September 2026.

A cloze item, an open-ended question about a story the student read aloud, and a multiple-choice item with the passage still visible are three different tasks wearing one label. What six publishers say their comprehension tests measure, and what the research says about the disagreement.

Four different things get called “the IDA standards”: a document in two editions, an exam, an accreditation and a certification. IDA owns three of them and certifies nobody. What alignment means, and why the class year on CERI’s register is the part that binds you.

Every major achievement battery prints a grade equivalent, and the publishers that print them do not agree about what they are for. What the score is actually made of, why it cannot be subtracted, and what to say to the family holding it.

Three major batteries publish a score called Written Expression and no two are built from the same subtests. What each instrument actually scores, which storefront sells it and at what qualification level, and where the handwriting shelf ends and the composition shelf begins.

Eight bodies, and the coursework hours everybody compares are the least binding part of the decision. What binds is a practicum student who must meet published criteria, a supervisor appointed by somebody else, and a calendar with a deadline at both ends. Verified against the issuing bodies' own pages.

There is no test that diagnoses dyscalculia, and the word is not a DSM-5 disorder name. A practitioner map of the six math instruments that exist, what each publisher says they measure, the qualification letters that put one test at three different levels across two storefronts, and what both federal practice guides never say.

Every side in this argument agrees the programs improve the trained task. They disagree about how far the improvement has to travel before it counts. A practitioner map of the meta-analyses, the two 2014 open letters, the FTC record, what the clearinghouses hold, and how to read the next training study in ten minutes.

A practitioner map of where five professional bodies actually put executive function in their own documents: ASHA names it inside a scope of practice, AOTA files it as a client factor, AET claims all aspects of it on a fact sheet its Code of Ethics never mentions, and the coaching bodies name no clinical construct at all.

A practitioner map of the psychoeducational report: the two AET documents that disagree about interpretation, where four test publishers draw the administer-versus-interpret line, which score metrics answer an instructional question, and how to get the subtest data you actually need.

A practitioner map of remote assessment administration: what Pearson, WPS, PRO-ED, MHS, PAR and Riverside Insights each publish about testing through a screen, what AET's Code of Ethics Revision #9 requires of e-practice, and the gap between the two that nobody has closed.

A practitioner map of the evidence question: why the What Works Clearinghouse holds nothing on educational therapy, why ERIC searches mislead, how six bodies define evidence-based differently, and which claims about your practice are defensible.