Signed in as:
filler@godaddy.com
CREATING LITERACY SUCCESS & EMPOWERING CHILDREN WITH DYSLEXIA
COMMON QUESTIONS
What Causes Dyslexia?
The exact causes of Dyslexia are varied and not yet fully established. However, anatomical and brain imaging studies show structural differences in how the brain of a person with Dyslexia develops and functions. Other factors, such as educational experiences, can impact the severity of the condition. Dyslexia is not caused by a lack of intelligence or a lack of desire to learn.
Dyslexia runs in families. Between 25 and 50 percent of children who have a parent with Dyslexia will also have Dyslexia. If Dyslexia affects one child in the family, it is likely to affect half of the siblings. Recent studies have identified several genes linked to Dyslexia.
HOW COMMON IS DYSLEXIA?
Dyslexia is the most common cause of reading, writing, and spelling difficulties, affecting approximately 20% of the population. It is estimated that 1 in 5 people have Dyslexia, making it the most prevalent of all learning differences. The characteristics of Dyslexia range from mild to severe and affect males and females nearly equally, across all ethnic and socio-economic backgrounds.
IS THERE A CURE FOR DYSLEXIA?
There is no cure for Dyslexia because it is not a disease. Dyslexia is a lifelong condition that will continue to have an impact throughout adulthood. With early screening, timely diagnosis, appropriate evidence-based reading instruction, accommodations, support, and hard work, many children with Dyslexia can become confident and successful students and adults.
WHAT SHOULD I DO IF I THINK MY CHILD MAY HAVE DYSLEXIA?
If you suspect your child has Dyslexia, seek support immediately. Depending on your location, your child's school may be able to provide testing and special education services. In some countries, such as the United States, public schools are required to provide free and appropriate education to students with identified learning needs. If your child is eligible, the school will collaborate with you to create an Individualized Education Plan (IEP) outlining the learning targets, strategies, and accommodations needed to support your child at school and at home. Accommodations may include extended time to complete assignments, access to audiobooks, a reader, or speech-to-text software.
If free testing and educational services are not available at your child's school, seek out an educational psychologist or neuropsychologist to conduct a full psycho-educational evaluation. Locate Dyslexia interventionists, specialists, or Dyslexia organizations in your area to get information and support. It is important to find Dyslexia practitioners who are extensively trained or certified and have the knowledge to deliver appropriate, evidence-based literacy instruction.
You are also welcome to contact Dyslexia PowerUp for guidance and support.
HOW LONG WILL IT TAKE FOR MY CHILD TO LEARN HOW TO READ & BE A PROFICIENT READER?
Most children with Dyslexia can learn to read if they receive effective phonological awareness and phonics training in Kindergarten and 1st grade. Your child will start learning to read and spell simple words during the first 8 to 12 weeks, but there is no guarantee how many sessions he or she will need to close the gap and reach the expected grade level. If children are identified late and helped at 3rd grade, there might always be a gap. Therefore, the earlier you get support, the better.
It is not possible to give a definitive timeline or guarantee a timeframe since every child develops and learns at their own pace. Many factors affect the duration of intervention required to learn how to read, spell, and write proficiently, including:
- your child's age
- co-existing conditions (comorbidities) such as ADHD or speech and languages challenges, etc.
- the severity of the language and literacy needs
- social-emotional and behavioral needs
- your child's ability to process and retain information
- your child's mindset and attitude towards learning
- past school experience
- the gap between your child and their peers
- attendance at intervention sessions, the intensity and duration of support
- commitment to independent practice and application at home
It is common for intervention to continue for one to two years or longer, though this varies for each child. There is no quick-fix literacy intervention for children with Dyslexia. Do not believe the myth of the quick fix.
Will my child be reading at grade level after 6 to 12 months of intervention?
This is one of the most important questions parents ask, and it deserves an honest answer.
For children who have been identified late, have fallen significantly behind their peers by two to three years, or have complex learning profiles with co-existing conditions such as ADHD, dysgraphia, speech and language challenges, auditory processing disorder, or executive functioning difficulties, 6 to 12 months of intervention is rarely sufficient to close a significant literacy gap and reach grade level proficiency in reading, spelling, and writing. Research consistently shows that a student who has not achieved reading proficiency by 4th grade requires four times as long to remediate as a 1st grader (Hall & Moats, 1999). Compounding this, approximately 75% of students still struggling to read in 4th grade will remain struggling readers through high school (Lyon, 1998).
It is also important to note that children with challenges such as anxiety, difficulties with emotional regulation, sustained attention, behavioral difficulties, slow processing speed, or weak working memory will typically require a longer intervention period to make the same gains as a child without these challenges. These factors directly affect a child's ability to process, retain, and apply new learning consistently. This does not mean progress is impossible — it means the journey requires additional time, patience, understanding, and commitment from everyone involved.
Progress in structured literacy intervention is measured against your child's own starting point, not solely against grade level benchmarks. A child who begins intervention reading two or three years below grade level may not close that gap within 6 to 12 months. However, meaningful and measurable progress within that timeframe is entirely realistic and may include improved decoding accuracy, stronger phonological awareness, greater reading fluency, and increased confidence. These are significant achievements, even if grade level has not yet been reached.
Intervention is delivered in 12-week cycles. A full program of support requires a minimum commitment of 12 months, and varies for each child depending on their needs and rate of progress. Parents who commit to the full required duration, and actively support their child at home, give their child the greatest opportunity to make sustained and lasting progress.
Grade level reading is a destination, not a 6 to 12 month milestone. The journey requires full commitment, realistic expectations, consistency, and time. I will always be transparent with you about your child's progress and what is realistically achievable at each stage of the intervention cycle.
DOES ONE-TO-ONE STRUCTURED LITERACY INTERVENTION WORK?
Structured Literacy intervention works. Unlike tutoring, it is the most effective way to help your child learn, make progress, and achieve literacy success, particularly when school-based support is limited or unavailable. It is targeted, evidence-based instruction delivered by a trained and certified Dyslexia interventionist or specialist. It can have a significant impact on your child's ability to read, spell, and write. You may begin to see changes within the first two to six months, though the rate of progress will vary for each child.
Please schedule a free consultation to find out whether Structured Literacy intervention is the right fit for your child.
Does virtual one-to-one Structured Literacy intervention work?
One-to-one Structured Literacy intervention conducted virtually works. When delivered by a trained and certified Dyslexia interventionist, virtual sessions produce real, measurable gains in reading, spelling, and writing. Virtual delivery provides all the benefits of high-quality individual instruction, including carefully targeted teaching, immediate corrective feedback, and lessons paced to your child's specific needs, while remaining convenient and accessible, particularly when school-based support is limited or unavailable.
Research shows that virtual intervention is highly effective when instruction is evidence-based, consistent, and high quality. When delivered with fidelity, virtual sessions are comparable to in-person intervention in helping children build the essential literacy skills they need. Multiple studies indicate no significant difference in student outcomes. You may begin to notice growth within the first two to six months, though the rate of progress varies for each child depending on their learning profile, starting point, frequency of sessions, and consistent practice at home.
Please schedule a free consultation to find out whether one-to-one virtual Structured Literacy intervention is the right fit for your child.
Is my child suitable for VIRTUAL one-to-one intervention?
One-to-one virtual intervention is highly effective for the right learner. However, not every child is suited to online delivery, and it is important to consider your child's profile carefully before committing.
Your child is likely a good fit for online intervention if they:
- are comfortable using a device and working on screen
- can sit and focus for 45 to 60 minutes with minimal distraction
- can follow multi-step directions independently
- are motivated and willing to engage actively in learning
- have a quiet, dedicated learning space at home free from interruptions
- have a parent or caregiver available to provide support during and between sessions (specially for younger children)
Online intervention may not be the right fit if your child:
- is not able to use a device and work on screen
- has attention difficulties that make sustained screen-based focus very difficult
- is unable to follow directions
- has significant behavioral challenges that require in-person management
- has significant anxiety or emotional regulation difficulties that interfere with their ability to engage consistently and learn in a virtual setting
- does not have access to a reliable internet connection or appropriate device
If you are unsure whether online intervention is suitable for your child, please schedule a free consultation. I can assess your child's profile and advise you honestly on whether virtual delivery is the right fit.
WHICH PROGRAMS OR APPROACHES DO NOT WORK FOR CHILDREN WITH DYSLEXIA?
Many claims exist that a particular approach, program, or treatment can help children with Dyslexia. Unfortunately, these are not supported by strong evidence, have not been rigorously tested, have not been subjected to extensive peer review, and are not accepted by the professional Dyslexia community worldwide.
Some of these include:
- Whole language approach
- Balanced literacy approach
- Guided reading and writing approach
- Fountas & Pinnell Literacy Program
- Leveled Literacy Intervention System
- Reading Recovery
- Any reading programs not based on the Science of Reading and the Structured Literacy approach
- Learning reading through inquiry based learning
- Conventional tutoring or tuition
- Cognitive literacy/brain-based training programs ie. Fast Forward, Cogmed, Arrowsmith, Lumosity, etc.
- Neuro-Linguistic Programming (NLP)
- Whole Brain Teaching
- Neurofeedback Therapy
- Cognitive Behavioural Therapy
- Colored glasses and overlays
- Vision therapy
- Davis Dyslexia Correction Program
- Sylvan Program
- Kumon Program
- Brain Gym
- Supplements i.e. Omega-3 and Omega-6, fish oil
- Essential oils
None of the above are a substitute for explicit literacy instruction. Reading intervention requires preparation, experience, and persistence. While the internet is full of empty promises, the good news is that Structured Literacy interventions are time-honored approaches that work.