transposing letters when spelling, below aver- age reading speed and word attack skills, poor knowledge of orthographic patterns when reading and spelling, poor organization in writing and lack of understanding the writing process. Since he was new to this country, we were sensitive to cultural views of psycho- educational evaluations, and refrained from suggesting Adam to undergo a full battery assessment at this time. Adam read in a slow rate and a monotone tone, where he would not pay attention to punctuation or phrasing; thus defining his reading as word–by-word read- ing. Since his word attack skills were weak, he struggled with sounding out words that were not automatic, so his reading sounded choppy. Unlike Gretchen, he struggled with both single and multi-syllabic