Choosing the Right School
For most families, the local public school is the first and primary option. Many public schools do an excellent job supporting dyslexic learners — but quality varies enormously from school to school and district to district. Some families will ultimately explore private schools, specialized dyslexia schools, or charter schools as alternatives. In every case, knowing what to look for and what questions to ask is essential.
What Makes a School Dyslexia-Informed?
A school that is genuinely equipped to support dyslexic students will be able to demonstrate several key features:
Trained teachers: The most important factor is teacher training. General education teachers are rarely trained in structured literacy or the specific needs of dyslexic readers in their initial certification programs. A dyslexia-informed school invests in ongoing professional development so that classroom teachers — not just reading specialists — understand the phonological basis of reading difficulty and know how to use structured literacy practices.
Evidence-based reading programs: The school uses reading curricula that are phonics-based, systematic, and have been validated in research with students who have reading difficulties. Schools should be able to name the specific programs they use and explain why they chose them.
Universal early screening: The school screens all students for reading difficulty at the beginning of kindergarten (or even preschool where possible), rather than waiting for students to fail before referring them for evaluation.
Small-group intervention: Students who need additional support receive it in small groups (4–5 students maximum) where the instruction is targeted to their specific skill level and pace.
Progress monitoring: The school tracks each student’s reading development with brief, valid assessments administered frequently (every 4–6 weeks at minimum for students receiving intervention) and uses that data to adjust instruction.
Accommodations in the general classroom: Classroom teachers provide appropriate accommodations — extended time on assignments and tests, access to audiobooks, reduced emphasis on handwriting when the goal is to assess knowledge — without requiring the student to fight for them.
Questions to Ask on a School Visit
When visiting a potential school or meeting with school administrators, Shaywitz recommends asking:
- What reading programs do you use in kindergarten through third grade? Are they phonics-based and systematic?
- Do you screen every student for reading difficulty? When, and with what instrument?
- What happens when a student’s screening score indicates risk? What is the intervention process?
- How are students grouped for reading instruction? What is the typical group size for intervention?
- How frequently is student reading progress measured?
- How many teachers have training in structured literacy or Orton-Gillingham-based methods?
- What accommodations are available for students with dyslexia in the general classroom?
- Has the school ever received training or consultation from a dyslexia specialist organization?
A school that can answer these questions concretely, with specific program names and data, is a school that takes reading development seriously. Vague or defensive responses to these questions are informative in their own right.
What to Do at a School That Is Not Dyslexia-Ready
Most families cannot simply choose a different school. If a child is enrolled in a school that lacks adequate dyslexia support, the family’s most important tools are:
- Request a formal evaluation through the school’s special education process (IDEA), which triggers legal obligations to provide appropriate services
- Request an IEP or 504 Plan with specific, named reading programs and measurable goals
- Supplement with private tutoring from a structured literacy specialist outside school hours
- Advocate within the school — meet with the reading specialist, the principal, or the district special education coordinator
Shaywitz notes that parents who are knowledgeable, persistent, and specific in their requests get better outcomes than those who defer entirely to the school’s judgment.
Based on “Overcoming Dyslexia” by Sally Shaywitz, M.D. (2020 edition)