This session explores three underlying cognitive processes linked to dyslexia: phonological processing, orthographic processing, and rapid automatic naming. Participants will examine how weaknesses in these areas show up in reading, spelling, and written expression, and how to connect cognitive data to real academic performance. A key focus of this session is collaborative evaluation practices between diagnosticians and Providers of Dyslexia Instruction (PDIs). Participants will learn how to align evaluation data with instructional data, use shared language when discussing student needs, and strengthen decision-making through meaningful collaboration. Attendees will leave with practical strategies and tools to assess each area formally and informally, integrate multiple data sources, and ensure that evaluation results directly inform dyslexia instruction and intervention.