You suspect your child has dyslexia. Or maybe you already know. Either way, you need to talk to the school about it, and that conversation can feel intimidating.
You might worry about being "that parent." You might not know the right terminology. You might not be sure what the school is required to do or what you're allowed to ask for. I hear this from families all the time, and I want to help you walk into that meeting prepared.
Before you talk to anyone, write down what you're seeing
Schools respond to specifics. "My child is struggling with reading" is a starting point, but it doesn't give them enough to work with. Before you schedule a meeting, spend a week or two writing down exactly what you're observing at home.
Things to note:
Does your child avoid reading? How do they react when asked to read out loud? Do they guess at words instead of sounding them out? Do they reverse letters, and how often? How long does it take them to read a page compared to what seems typical for their age? Do they understand what they've read, or do they just get through the words? Is homework taking significantly longer than it should?
These observations are data. They're your evidence. Bring them to the meeting.
Know what you can ask for
Every state has different laws around dyslexia screening and identification, but here are some things that are generally true across the board:
You can request an evaluation. If you suspect a learning disability, you have the right to request a formal evaluation through the school. Put this request in writing (email is fine). The school is required to respond within a specific timeframe, which varies by state.
You can ask what screening has been done. Most schools screen students for reading difficulties, but the quality and frequency of screening varies wildly. Ask: "Has my child been screened for reading difficulties? What tool was used? What were the results?" You should get specific answers.
You can ask about the intervention they're providing. If your child has been identified as below grade level in reading, ask what they're doing about it. What program are they using? How often does your child receive it? Who is delivering it, and what training do they have? Is it evidence-based?
You can ask for progress monitoring. If your child is receiving intervention, the school should be tracking whether it's working. Ask to see the data. If the intervention isn't producing measurable progress after 6-8 weeks, that's important information.
What to say (and how to say it)
The most effective approach is collaborative, not adversarial. Assume good intentions until proven otherwise. Most teachers genuinely want to help your child. They may just not have the training or resources to address dyslexia specifically.
Here are some phrases that work well:
"I've been noticing some things at home and I'd love to get your perspective." This opens the conversation without putting anyone on the defensive.
"Can you walk me through what reading instruction looks like in the classroom?" This helps you understand what approach they're using. If they describe a balanced literacy approach (guided reading, leveled books, three-cueing strategies), that's useful context. Kids with dyslexia typically need a structured literacy approach instead.
"Has anyone screened for dyslexia specifically?" Some schools use screeners that catch general reading delays but miss dyslexia. It's worth asking directly.
"What would the process look like if I wanted to request a formal evaluation?" This signals that you're serious and informed. The school will explain their RTI (Response to Intervention) or MTSS process.
"What can I do at home to support what you're doing here?" This shows you're a partner, not a critic. And it gets you useful information about what the school is actually doing.
What to do if the school pushes back
Sometimes schools resist. They might say your child is "too young to test" (not true, early identification is better). They might say "they just need more time" (maybe, but you deserve data, not reassurance). They might say dyslexia screening isn't something they do.
If you're getting pushback:
Put everything in writing. Email your requests. This creates a paper trail and triggers legal timelines.
Know your rights. Under IDEA (Individuals with Disabilities Education Act), you have the right to request an evaluation, and the school must respond. They can agree or refuse, but if they refuse, they must explain why in writing.
Get an outside evaluation. If the school won't evaluate, or if you want a second opinion, you can get a private psychoeducational evaluation. This is typically done by a psychologist who specializes in learning disabilities. It's an expense, but it gives you a clear, independent picture of what's going on.
Connect with Decoding Dyslexia. Decoding Dyslexia has chapters in most states, including Montana. They're parent-led organizations that advocate for dyslexia awareness and policy change. They're a great resource for understanding your rights and connecting with other parents who've navigated this process.
What the school can't do (and what you can)
Here's something schools don't always tell you: even in the best case, school-based intervention is limited. Your child might get 30 minutes of small-group reading support a few times a week. That's helpful, but it may not be enough for a child with dyslexia who needs intensive, individualized, structured literacy instruction.
This is where outside support makes a real difference. A trained Orton-Gillingham tutor can provide the systematic, one-on-one instruction that most schools aren't equipped to offer. And consistent practice at home, using the right kinds of activities, reinforces everything.
I work with families in exactly this situation. Some of my students are getting support at school and working with me to fill the gaps. Others are homeschooling and need a structured reading program. Others just need someone to assess their child and tell them honestly what's going on.
If you're looking for structured literacy resources to use at home, I've built a library of games, activities, and printables that are all grounded in Orton-Gillingham principles:
Explore free reading resources >>
And if you want to talk about your child specifically, you can always reach out. I'm happy to help you figure out the right next step.
Talk soon,
Candace
