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Understanding Dyslexia
Understanding Dyslexia
You Are Not Alone
You Are Not Alone
If you're here, you may be wondering:
Does my child have dyslexia? Why is reading so hard for them? Should I be worried—or just patient?
These questions are common, and they matter. Many parents start their journey with uncertainty, concern, and a strong desire to help their child succeed. Whether you're just beginning to ask questions or already seeking a diagnosis, this guide is for you.
This page will help you:
Understand what dyslexia is—and isn’t
Learn common signs to look for
Make sense of key educational terms
Know your rights and next steps
Discover how to get help in your school and community
What is dyslexia?
What is dyslexia?
Dyslexia is a common, lifelong learning difference that affects reading, spelling, and writing. It is not caused by lack of intelligence, vision problems, or effort. It is a language-based difference rooted in how the brain processes sounds and symbols.
According to the International Dyslexia Association:
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”
Dyslexia is not something a child "grows out of"—but with early identification and the right instruction, students with dyslexia can become skilled and confident readers.
What is Dyslexia? The International Dyslexia Association
Rhode Island Department of Education Resources on Dyslexia
Common Signs of Dyslexia
Common Signs of Dyslexia
Children with dyslexia may show some of the following signs:
Difficulty learning letter names and sounds
Trouble sounding out (decoding) unfamiliar words
Guessing at words based on pictures or first letters
Poor spelling, even of simple or familiar words
Poor reading fluency
Avoiding reading or becoming frustrated by it
Difficulty remembering what they just read
Difficulty remembering sight words or high-frequency words
Problems with rhyming, hearing syllables, or blending sounds
Difficulty remembering and recalling facts quickly
These signs can show up as early as pre-school, but sometimes aren't fully recognized until later in elementary school. If these challenges persist despite support, it’s time to dig deeper.
Understood.org-Signs of Dyslexia by Age
Core Instruction-The Importance of Structured Litearcy
Core Instruction-The Importance of Structured Litearcy
What is Structured Literacy?
Structured Literacy is a way of teaching reading that is clear, step-by-step, and based on decades of research about how the brain learns to read. It’s especially helpful for students with dyslexia, but it benefits all learners. Instead of guessing words or relying on pictures, students are taught how sounds, letters, and patterns work together to form words. Structured Literacy should be an essential component for all students in early elementary school, but delivery and intensity will vary by student, this is why screening and benchmark data is so vital.
Think of it like teaching someone to build a strong house: you start with a solid foundation (letters and sounds), then add walls (spelling patterns and rules), and finally decorate the rooms (reading fluently and understanding what you read). If any of those pieces are missing, the “house” won’t be sturdy. Structured Literacy makes sure nothing is skipped.
Why is it so important for students with dyslexia?
Dyslexic students often have trouble connecting sounds to letters and recognizing patterns in words. If reading instruction moves too quickly or skips steps, they can fall behind and lose confidence. Structured Literacy:
Explicit – Skills are directly taught (nothing is left for the child to “figure out” on their own).
Systematic and Sequential – Instruction follows a logical order, starting with the easiest concepts and building toward more complex ones.
Diagnostic – Teachers use ongoing assessment to identify gaps and adjust instruction.
Uses lots of review and practice – so skills become automatic and easier over time.
Engages multiple senses – students see, hear, say, and write the sounds and words, which helps strengthen brain connections.
For dyslexic students, Structured Literacy isn’t just “helpful”—it’s essential. It gives them the exact type of teaching their brains need to become confident readers and writers. Students with dyslexia typically need a significant amount of practice and repetition for phonics patterns to become automatic for fluent reading.
Features of Structured Literacy Instruction (1).pdfNational Center on Improving Literacy. (2024). Features of Structured Literacy Instruction. https://www.improvingliteracy.org/resource/features-of-structured-literacy-instruction
Rhode Island Department of Education Webinars on Structured Literacy & Dyslexia
Rhode Island Department of Education Webinars on Structured Literacy & Dyslexia
Understanding School Systems of Support: MTSS
Understanding School Systems of Support: MTSS
MTSS (Multi-Tiered System of Supports)
MTSS (Multi-Tiered System of Supports)
MTSS is a preventative model that helps schools identify and support students who are struggling—before those struggles become long-term barriers to learning. When implemented well, MTSS provides a system for catching reading difficulties early and responding quickly.
A strong MTSS framework is most effective when schools use evidence-based literacy instruction in the early grades. This includes explicit, systematic teaching of foundational skills like phonemic awareness, phonics, and fluency. When the core instruction is strong, fewer students fall behind, and those who need additional support can be identified early and given targeted help.
Understanding How Schools Identify Dyslexia and Other Learning Disabilities
Understanding How Schools Identify Dyslexia and Other Learning Disabilities
When a child struggles with reading, it’s important to know why—and what kind of support they truly need. A major study by reading experts Dr. Miciak and Dr. Fletcher explains that one of the most important ways to understand dyslexia is to look at how a child responds to high-quality reading instruction.
Key takeaway for parents:
If your child continues to fall behind in reading even after getting strong, research-based support, that’s a sign they may have a learning disability like dyslexia—and may need an IEP to get specialized instruction.
The study recommends using school data—like universal screening scores, progress monitoring, and how your child responds to reading interventions—to help identify students who need more help.
It also explains that older ways of identifying learning disabilities (like comparing IQ to reading scores) are not as effective as looking at a child’s progress over time.
MTSS includes three tiers of support:
Tier 1 – High-quality, evidence-based instruction for all students
Tier 2 – Small-group interventions for students who need extra help
Tier 3 – Intensive, individualized support for students with significant needs
MTSS is not special education, but it can help schools recognize when a student may need an evaluation for a learning disability like dyslexia. A lack of adequate progress despite appropriate instruction can be a sign of dyslexia!
PLP (Personal Literacy Plan – Rhode Island)
PLP (Personal Literacy Plan – Rhode Island)
A PLP is a tool Rhode Island schools use when a student is not meeting reading benchmarks. It includes goals and interventions. All students performing below grade level in reading receive a PLP. However, it is not a substitute for an evaluation or an IEP if more support is needed. Parents can request to see their child's PLP and progress monitoring data.
Learn More: Rhode Island Department of Education
Special Education
Special Education
Source: Understood.org
If your child shows persistent reading challenges that aren’t improving with intervention, they may need more intensive, individualized support. That support could come through special education services under the Individuals with Disabilities Education Act (IDEA).
Under IDEA, all public schools have a legal obligation to:
Identify students with disabilities
Evaluate them when there is a suspected disability
Provide appropriate services based on individual needs
Can Schools Identify Dyslexia?
Can Schools Identify Dyslexia?
Yes. While schools may say they cannot “diagnose” dyslexia in a medical sense, they are required by federal law to identify characteristics of dyslexia and determine whether the student qualifies for special education under the category of Specific Learning Disability (SLD).
OSEP Guidance (2015):
In a policy letter to state directors, the U.S. Department of Education clarified that:
“There is nothing in the IDEA or its implementing regulations that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluations, eligibility determinations, or IEP documents.”
(OSEP Letter to Hon. Casey, October 23, 2015)
Schools should not avoid using the term dyslexia when it accurately describes the student's learning profile.
What is an Evaluation?
What is an Evaluation?
An evaluation is a formal process used to determine whether your child has a disability and needs special education services. If you suspect your child has characteristics of dyslexia, you can request this evaluation in writing at any time. Schools are legally required to respond to your request and follow timelines for consent, testing, and decision-making. There is not a single test or assessment that can identify characteristics of dyslexia.
An evaluation must be:
Comprehensive (not limited to one test or score)
Conducted in all areas of suspected disability
Individualized based on your child’s needs
If your child demonstrates characteristics of dyslexia—such as difficulty with decoding, spelling, reading fluency, and phonological processing—the school must evaluate those areas as part of the process.
What is the criteria to qualify for Specific Learning Disability (SLD)? SLD in basic reading and/or fluency=Dyslexia
SLD Criterion 1: Achievement gap in meeting age- or grade-level state standards when provided with appropriate instruction (Look at RICAS scores, Benchmark Assessments, and Unit Assessments)
SLD Criterion 2: Lack of sufficient progress in response to evidence-based reading (provided across all tiers of instruction). Example: A student is receiving Tier 3 structured literacy intervention, but is not reaching their goal despite fidelity of instruction.
SLD Criterion 3: Exclusionary factors are not the primary cause of the student’s learning difficulty (Visual, hearing or motor disability; Intellectual disability; Emotional disturbance; Cultural factors; Environmental or economic influences; and/or Loss of instructional time due to factors that include, but are not limited to absences, tardies, high transiency rates and suspensions.
SLD Criterion 4: Underachievement is not due to a lack of appropriate instruction
What is an IEP (Individualized Education Program)?
What is an IEP (Individualized Education Program)?
If the evaluation shows that your child qualifies for special education under the category of Specific Learning Disability, including dyslexia, an IEP will be developed.
An IEP is a legal document that outlines:
Your child’s current strengths and needs
Specific, measurable goals
The specialized instruction and services your child will receive
How progress will be measured
Accommodations or supports needed in the classroom
IEP Goals
IEP Goals
Reading goals should align with area of need. If a student struggles with grade-level comprehension testing should identify what sub-skills are affecting comprehension. Comprehension is an outcome.
Areas that should be tested:
Phonemic Awareness – Understanding and manipulating sounds in spoken words.
Phonics/Decoding – Understanding the relationship between letters and sounds. Tests should be timed and include non-sense words.
Fluency (oral reading fluency) – Reading with accuracy, appropriate rate, and expression.
Vocabulary – Understanding and using words effectively.
Comprehension – Understanding and interpreting text.
Encoding/Spelling-Using knowledge of sounds and spelling patterns to write words by representing spoken sounds with letters or letter combinations.
As a parent, you are an equal member of the IEP team and must be involved in all decisions about your child’s services.
Summary: Your Rights Under IDEA
Summary: Your Rights Under IDEA
You have the right to:
Request a special education evaluation in writing
Receive the results of that evaluation within required timelines
Participate in every decision made about your child’s education
Co-develop instruction and services tailored to your child’s unique needs
Use the term dyslexia and ask that it be considered during evaluation and planning
Helpful Resources:
Rhode Island Department of Education Special Education Resources
What Can Parents Do?
What Can Parents Do?
You are your child’s most powerful advocate. Here are some steps you can take:
Trust your instincts, if something feels off, ask questions
Talk with your child’s teacher about reading progress and concerns
Request to review your child’s assessments and data (benchmark assessments like iReady, STAR, Aimsweb, etc.)
Ask about what interventions are being used—and how progress is monitored. Ask to see a graph of your child's progress. Determine if the current intervention is closing the gap .
Summarize and document (if you can) areas of concern. Collect writing samples with spelling errors, describe reading struggles when reading at home, describe your child's behaviors when doing HW, mention if you have a history of dyslexia in the family.
If concerns remain, request a special education evaluation in writing. You do not have to wait for the MTSS /RTI process.
Helpful Resources to Prepare for the IEP Process
Key Questions to Address:
1. Is there an achievement gap?
2. Has my child shown insufficient progress with intervention? Can you share the data and graph that shows this?
3. Have exclusionary factors been ruled out?
4. Has my child received appropriate instruction?
- Based on this review, does the team believe my child qualifies for an IEP? Then re-state data that highlights all four criterion show characteristics of dyslexia.
Learn More
Families can sign-up for free trainings on the MTSS Rhode Island Website. There are two helpful courses on dyslexia!
Need an Advocate to Help Navigate The Process?
RIPIN- Free to families. They are experts on the law and special education. They can provide you with free advice on how to advocate for your child.
Levy Educational Advocacy - From website: Our Concierge Advocacy service provides families with ongoing, personalized support throughout their child's educational journey. From navigating challenging teacher-student relationships and reviewing Universal Screening or neuropsychological evaluations, to attending parent-teacher conferences and exploring educational placements — we’re with you every step of the way. You’ll be matched with a dedicated educational advocate who understands your child’s needs and is available when you need them — no retainer fees, no repetitive intake forms, and no waiting for a crisis to get support.
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