Trust your instincts. You see the whole picture – your child at home and at school. You know her struggles. She frets at homework, seems unable to read the same word she’s seen just seconds ago, skips or replaces small function words, doesn’t recognize rhyming patterns and takes no delight in reading. But she’s doing “okay” in school.

You bring those concerns to the school and you hear – “She just needs more practice.” So you wait. And you practice. And you wait. And practice. And wait. And watch your happy child become not-so-happy. Or even completely withdrawn and miserable.

If your child isn’t reading at grade level, or seems to have trouble grasping early reading skills – in spite of quality instruction in school – do not wait and see. More reading practice alone won’t cut it, and blended literacy, guided reading and whole language approaches are ineffective if you’re dyslexic. Most dyslexic readers have success with a Structured Literacy approach – based on the principles of the Orton-Gillingham approach developed in the early 1900s. Here’s a nifty infographic presentation about Structured Literacy by Carol D. Cowen posted on the invaluable International Dyslexia Association site.

I also really like this list by Susan Barton that shows the Warning Signs of Dyslexia through different stages. If you know a dyslexic individual, you know that reading achievement isn’t the only indicator. Many students have great compensation skills – and the depth of their reading challenges can fly stealthily under the radar.