Is this right for my child?
What dyslexia actually looks like
Dyslexia is a specific learning disability affecting word reading and spelling. It occurs along a continuum — from mild to severe — and persists even when a child has received good classroom instruction. It is not a vision problem, and it has nothing to do with intelligence.
Its causes are complex, involving combinations of genetic, neurobiological, and environmental factors. It is more common than most people realize, affecting an estimated 15–20% of the population.
Signs in early childhood.
Late talking or difficulty pronouncing words. Trouble learning nursery rhymes, songs, or the alphabet. Difficulty with rhyming or identifying syllables in words. Slow to connect letters with their sounds
Signs in elementary school
Slow, laborious, or inaccurate decoding. Difficulty spelling even common or recently studied words. Reading word-by-word rather than fluently. Better comprehension when listening than when reading independently. Avoidance of reading tasks.
Signs in middle and high school
Continued poor spelling even when reading accuracy improves. Slow reading — difficulty finishing timed assignments. Reluctance to read or write. Mispronunciation of common words. Listening comprehension that outpaces reading comprehension.
A note on adults
Dyslexia does not resolve on its own. Adults who never received appropriate instruction can still make substantial gains. If you are an adult who has always struggled with reading or spelling, or a parent who recognizes yourself in this list, support is available.
It's not just about reading scores
Dyslexia also commonly affects self-esteem, confidence, and academic motivation — not because of any character weakness, but because years of struggling in an environment designed for typical readers take a cumulative toll.
Secondary effects can include anxiety, avoidance, and reduced vocabulary development from limited reading experience.
Do I need a diagnosis first?
No. You do not need a formal diagnosis to seek help. An informal screening can identify where a student is, what is driving the difficulty, and what kind of instruction is needed. If a full psychoeducational evaluation seems warranted, I can refer you to qualified evaluators in the region. A formal evaluation is not required to begin — but if one already exists, that information helps me plan more precisely.
All information on this page is drawn from the International Dyslexia Association, including the IDA 2025 Definition of Dyslexia and the IDA Dyslexia Handbook. For primary sources visit dyslexiaida.org.
Learn more
The following organizations provide reliable, research-based information about dyslexia and evidence-based reading instruction.
International Dyslexia Association — dyslexiaida.org
The leading professional organization in the field. Includes fact sheets, the IDA definition of dyslexia, and a provider directory.
Academy of Orton-Gillingham Practitioners and Educators — ortonacademy.org
The certifying body for OG practitioners. Includes information on what OG certification requires and a practitioner directory.
Wilson Language Training — wilsonlanguage.com
Information on the Wilson Reading System and what Wilson certification involves.
Decoding Dyslexia New Hampshire — decodingdyslexia.net/nh
A parent-led advocacy organization specific to New Hampshire, focused on policy and awareness.