Reading a Psycho-Educational Assessment Report | Marble Psychological Services

Assessment reports can feel overwhelming—full of numbers, percentiles, and clinical terminology.

This guide breaks down what different sections mean, how to interpret scores, and how to extract actionable information to support students in your school.

Typical Report Structure

Most psycho-educational assessment reports follow a similar structure:

1. Identifying Information & Reason for Referral

What it is: Basic demographics and why the student was referred for assessment.

Why it matters: Sets the context. Understanding the referral question helps you see what the psychologist was trying to answer.

2. Background & Developmental History

What it is: Family history, developmental milestones, medical history, prior assessments, academic history.

Why it matters: Provides context for understanding current difficulties. Look for patterns—e.g., speech delays may connect to current reading struggles.

3. Behavioral Observations

What it is: How the student presented during testing—engagement, attention, frustration tolerance, etc.

Why it matters: Helps you understand test validity. If a student was highly anxious or uncooperative, scores may underestimate abilities.

4. Test Results & Interpretation

What it is: The core of the report—scores from cognitive, academic, and social-emotional measures.

Why it matters: This is where diagnoses and learning profiles are identified. This section often contains the most jargon.

5. Summary & Diagnostic Impressions

What it is: The psychologist's conclusion—does the student meet criteria for a specific learning disability, ADHD, autism, etc.?

Why it matters: This is where formal diagnoses are stated. Use this section to understand the student's clinical profile.

6. Recommendations

What it is: Suggested accommodations, interventions, and next steps.

Why it matters: This is the most actionable section for schools. It tells you what to do with the information.

Understanding Test Scores: A Quick Guide

Most assessment reports use standard scores with a mean of 100 and a standard deviation of 15.

This means the "average" range is 85–115, and most people (68%) score within this range.

Standard Score	Percentile Rank	Classification	What It Means
130+	98th+	Very Superior	Top 2% of population. Exceptionally strong ability in this area.
120–129	91st–97th	Superior	Well above average. Significant strength.
110–119	75th–90th	High Average	Above average. Mild strength.
90–109	25th–74th	Average	Within normal range. No significant concerns or strengths.
80–89	9th–24th	Low Average	Below average. Possible area of difficulty.
70–79	2nd–8th	Borderline	Significantly below average. Likely requires support.
Below 70	Below 2nd	Extremely Low	Very significant difficulty. Requires substantial intervention.

💡 Key Tip: Look for Patterns, Not Just Single Scores

A student might have an average overall IQ (e.g., 100) but show a significant split between verbal reasoning (120) and processing speed (80). These discrepancies matter more than the overall score because they reveal specific strengths and weaknesses.

Common Assessments & What They Measure

Cognitive/IQ Testing

WISC-V (Wechsler Intelligence Scale for Children): Measures overall cognitive ability across multiple domains—verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory, and processing speed.
What to look for: Index scores (not just Full-Scale IQ). A student with ADHD might have high reasoning but low working memory.

Academic Achievement Testing

WIAT-III, WJ-IV (Woodcock-Johnson): Measures reading, writing, and math skills compared to grade-level peers.
What to look for: Gaps between ability (IQ) and achievement. If a student has average IQ but significantly low reading scores, this suggests a specific learning disability in reading.

Social-Emotional & Behavioral Measures

BASC-3, Conners, CBCL: Rating scales completed by parents, teachers, and sometimes students to assess anxiety, depression, ADHD symptoms, etc.
What to look for: Clinically significant elevations (T-scores above 65–70). Compare parent vs. teacher ratings—differences can reveal context-specific behaviors.

Autism Assessments

ADOS-2 (Autism Diagnostic Observation Schedule): Structured observation used to assess autism symptoms.
What to look for: Comparison scores. Scores above the autism spectrum threshold suggest autism.

Red Flags: When to Question a Report

Not all assessment reports are created equal. Here's when to ask for clarification or a second opinion:

No behavioral observations: If the psychologist doesn't describe how the student engaged during testing, it's hard to know if scores are valid.
Test validity concerns not addressed: If a student was highly anxious, ill, or uncooperative, the psychologist should note that scores may be underestimates.
Recommendations are vague: "Provide extra time" isn't helpful. Good recommendations specify how much time, in what contexts, and why.
Contradictory information: If test scores don't match classroom observations or prior assessments, ask the psychologist to explain the discrepancy.
No integration of background information: A good report connects test results to developmental history, medical factors, and educational context.

What to Do After Reading the Report

Step 1: Identify the Core Findings

What is the primary diagnosis or learning profile? (e.g., Specific Learning Disability in Reading, ADHD-Combined Type, Autism Spectrum Disorder Level 1)

Step 2: Extract Key Strengths & Weaknesses

What does this student do well? Where do they struggle? This helps you leverage strengths to support weaknesses.

Step 3: Review Recommendations

Which recommendations can be implemented immediately in the classroom? Which require formal accommodations or special education services?

Step 4: Communicate with Stakeholders

Share relevant findings (with parental consent) with teachers, learning support staff, and parents. Translate clinical language into practical strategies.

Step 5: Monitor & Follow Up

Assessment is not a one-time event. Check in on whether recommended accommodations are working. If not, consult with the psychologist or refer for re-evaluation.

Sample Translation: Clinical Language → Classroom Action

What the Report Says	What It Means for the Classroom
"Significant weakness in processing speed (SS = 75)"	Student needs extra time for written work, tests, and tasks requiring quick information processing. Reduce timed assessments.
"Working memory deficits impact ability to follow multi-step instructions"	Break instructions into smaller chunks. Use visual aids. Check for understanding frequently.
"Phonological awareness deficits consistent with dyslexia"	Student struggles to decode words. Needs structured literacy intervention (e.g., Orton-Gillingham). Allow audiobooks and text-to-speech.
"Executive function challenges impair organizational skills"	Student needs explicit organizational support—checklists, planners, structured routines. Teach study skills explicitly.
"Social communication difficulties consistent with autism"	Student may miss social cues. Provide explicit social skills instruction. Be clear and literal with instructions.

Questions to Ask the Psychologist

If something in the report is unclear, don't hesitate to reach out. Here are helpful questions:

"Can you explain what [specific test score] means in practical terms?"
"What's the most important finding for teachers to know?"
"Are there specific accommodations that should be prioritized?"
"How does this diagnosis impact the student's learning day-to-day?"
"Should we re-assess in the future? If so, when?"