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.

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.

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.

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.

Six bodies that credential this work all publish an hour figure, and not one measures the same thing. A practitioner's map of what AET, ALTA, the Orton-Gillingham Academy, CERI, Wilson and NILD each count as a supervised hour, and what the coaching bodies count instead.

The letter on a test publisher's product page is not an industry scale. A practitioner's map of what Level B and Level C actually require at Pearson, PRO-ED, PAR, WPS and Riverside Insights, and what the WIAT-4, KTEA-3, WJ V, WRMT-III, GORT-5, TOWRE-2, CTOPP-2 and PAL-II each ask of a purchaser.

The federal job-title index has no entry for executive function coach, and no organisation certifying one claims accreditation from any body that did not create it. A practitioner's map of what NBEFC, ICF, BCC and PAAC each publish, what the research actually covers, and where the published record runs out.

AET publishes two different definitions of the educational therapist role, and the four-item DO NOT list every practitioner quotes appears in neither the Code of Ethics nor any binding clause. A practitioner's scope map of what educational therapy is, clause by clause, and of the three other professions that share the name.

The International Dyslexia Association says dysgraphia is impaired handwriting. The American Psychiatric Association says it is difficulty putting thoughts on paper. A practitioner's map of what writing intervention publishers actually publish, which of four evidence frameworks is talking, and who certifies the people they themselves trained.

There is no dyscalculia equivalent of the structured literacy ecosystem. A practitioner's map of what math intervention programs actually are, what their publishers do and do not publish, which of four evidence frameworks is talking, and who certifies the people they themselves trained.

Wilson, Barton, Take Flight, LiPS, REWARDS and Corrective Reading are not the same kind of object, and 'evidence-based' means four different things across NCII, the WWC, IES practice guides and ESSA. A practitioner's map of what the sources actually publish, and where the record runs out.

No organisation confers a credential called learning specialist certification. A practitioner's map of the eight that people actually mean, with the requirements each issuing body publishes and the bodies that certify nobody at all.

Which executive function instruments an educational therapist can actually purchase and use, what each one measures, and the evidence showing rating scales and performance tests do not assess the same construct.