"The assessment I used was an informal assessment that I created myself. It is based on my 18 years of experience and knowledge working with students with learning differences.
I would want an assessment that is based on instruments used widely in the professional community to assess students with potential reading challenges. Data from an informal assessment can't be compared to norms of any type, so the only thing you have to rely on is the assessor's interpretation of the results. It sounds like your assessor has a good background in working with students with learning differences, but I don't know how you, as a parent who is not a professional who's worked with students with learning differences... can judge for yourself the value of what you've been told by the assessor without having data that can be more easily quantified and compared to a wider range of children.
I have a 2e child who has had challenges that made it very difficult to learn to read. A neuropsych-type of evaluation was helpful in that it showed she had difficulty associating sounds with symbols - which is at the root of her reading challenge, but it didn't give us as much information specific to reading as a thorough reading evaluation by an SLP who works specifically with students who have challenges with reading. The tests that the SLP used for dd's reading eval are widely used normed tests that you'll see referenced in many different places. I can't honestly remember the names of all of them without pulling out dd's report, but two that I can remember are the CTOPP and Gray's Oral Reading eval.
The other thing I'd consider re whether or not to seek further evaluation and who to turn to for the evaluation - if there is a reading challenge, you will be interested in more than just identifying it, you'll want to remediate, and you'll want to start right away. When my dd was evaluated by the SLP, there were at least 3 other tests included in addition to the CTOPP and Gray's Oral Reading, and we received from that testing a thorough report that showed where specific skills were below expected (based on ability) and the thoroughness of the report made it possible for the SLP and her staff to propose a specific type of remediation for dd - which worked really well. The info we received from the neurospych eval was helpful, but didn't give us the roadmap to remediation.
Best wishes,
polarbear
ps - just another note - if you have questions that go beyond reading skills, the neuropsych eval is worth pursuing, but if you are somewhat confident that it's reading specifically that is a concern, the eval by a reading specialist might not only be more thorough, it's also (or was for us at least) quite possibly much less expensive than a neuropsych eval, and depending on your location, might be much quicker to get an appointment for testing.
pps - jmo, but I think the link to the reasons kids don't like reading is a bit simplistic - it's a good summary list for the reasons a nt kid who doesn't have a reading challenge might not want to read... but a child who has a reading challenge might not want to read for any of those reasons simply because reading was too difficult to begin with, hence the response to the difficult is to think that reading is boring or it's too hard to sit still etc. Hope that makes sense!
