Meet Dr. Marlene Sotelo-Dynega

A Career Dedicated to Understanding.

A Mission Dedicated to Empowering.

For more than 25 years, I have dedicated my career to understanding how individuals think, learn, behave, and develop—and helping others apply that knowledge in meaningful ways.

As a licensed psychologist, board-certified school neuropsychologist, tenured Associate Professor at St. John's University, researcher, published author, and national presenter, I bridge psychology, brain science, and education.

My expertise encompasses neurodevelopmental disorders, learning disabilities, executive functioning, psychological and neuropsychological assessment, and culturally responsive, non-discriminatory evaluation practices. Throughout my career, I have worked with children, families, educators, and professionals to move beyond observable symptoms and understand the underlying processes that shape learning and behavior.

From Knowledge to Empowerment

Throughout my work in schools, clinical practice, higher education, and research, I have recognized a persistent gap between scientific knowledge and its practical application.

I believe that knowledge has the power to change lives—but only when it is accessible, understood, and put into action.

I founded Marlene Sotelo-Dynega Consulting, LLC to bridge that gap and extend my work beyond traditional clinical and academic settings.

Through family and educational consultation, professional development, workshops, and accessible educational resources, my mission is to enlighten and empower families, educators, and professionals with the knowledge and tools to make informed decisions and create meaningful change.



At the heart of everything I do is a simple belief:

When we understand the whole child, we open the door to greater possibilities.

Areas of Specialized Expertise

My work encompasses a broad range of topics at the intersection of psychology, neuropsychology, learning, and education.

Neurodevelopmental Disorders and Developmental Differences

I specialize in understanding the identification, assessment, and educational implications of neurodevelopmental conditions, including:

• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Autism Spectrum Disorder (ASD)
• Developmental Coordination Disorder (DCD) and dyspraxia
• Specific Learning Disabilities
• Dyslexia and reading disorders
• Dysgraphia and written expression disorders
• Dyscalculia and mathematics learning difficulties
• Executive functioning weaknesses
• Language-based learning difficulties
• Complex and overlapping neurodevelopmental presentations

An important focus of my work is understanding how neurodevelopmental differences may contribute to psychological, emotional, and behavioral presentations.

Rather than viewing these concerns as isolated symptoms, I emphasize the importance of examining the developmental and cognitive processes that may underlie them.

Neuropsychological Assessment and Clinical Reasoning

My expertise includes the integration of neuropsychological principles into psychological and educational assessment.

Areas of focus include:

• Cognitive and intellectual assessment
• Neuropsychological processes underlying learning
• Attention and executive functioning
• Memory and information processing
• Language and academic development
• Differential diagnosis
• Complex clinical presentations
• Interpretation of cognitive and academic assessment findings
• Integration of multiple sources of assessment information
• Development of individualized, evidence-informed recommendations

I believe that comprehensive assessment requires far more than the administration of standardized instruments.

It requires thoughtful clinical reasoning, an understanding of developmental processes, and the ability to interpret findings within the broader context of an individual's experiences and environment.

Learning Disabilities, Reading, and Written Language

A significant portion of my scholarly and professional work has focused on the cognitive and neuropsychological foundations of academic learning.

My areas of expertise include:

• Dyslexia identification and intervention
• The science of reading
• Orthographic and phonological processing
• Reading fluency and comprehension
• Dysgraphia and the science of writing
• Written language development
• Mathematics learning disabilities
• Cognitive processes underlying academic performance
• Specific learning disability identification
• Assessment-to-intervention planning

My research and publications have contributed to professional understanding of reading and writing disorders, orthographic processing, and the application of neuropsychological knowledge to the identification of learning disabilities.

Executive Functioning and Behavioral Understanding

Executive functioning plays a critical role in learning, behavior, emotional regulation, and independent functioning.

My work emphasizes understanding how weaknesses in executive processes may affect:

• Attention and self-regulation
• Planning and organization
• Working memory
• Cognitive flexibility
• Task initiation and completion
• Emotional and behavioral regulation
• Academic performance
• Adaptive functioning and everyday independence

A particular area of interest is helping families and professionals recognize when behavioral or emotional difficulties may reflect underlying developmental or cognitive vulnerabilities.

This perspective supports more thoughtful interpretation of behavior and the development of strategies that address underlying needs rather than focusing exclusively on outward symptoms.

Non-Discriminatory and Culturally Responsive Assessment

Equitable assessment practices have been a central focus of my professional career.

My doctoral research examined the relationship between English language proficiency and cognitive test performance among bilingual students.

This work established a longstanding commitment to understanding how language, culture, educational opportunity, and environmental experiences influence assessment results.

My expertise includes:

• Assessment of bilingual and multilingual learners
• Cultural and linguistic influences on cognitive test performance
• Non-discriminatory psychological assessment
• Appropriate selection and interpretation of assessment instruments
• Identification of learning disabilities among multilingual students
• Evaluation of exclusionary and contextual factors
• Culturally responsive assessment and reporting practices
• Professional training in bilingual school psychology

I believe that responsible assessment must recognize the individual experiences and opportunities that shape performance.



Accurate interpretation requires understanding not only what an individual demonstrates during testing, but also the factors that may influence that performance.