How to talk to the school about dyslexia concerns
In short
To raise dyslexia concerns, start with your child's teacher, bring notes and work samples, and ask what reading data the school has. Ask about extra help now. If you're still worried, request an evaluation in writing. Keep notes of every meeting and stay calm and specific.
Who should you talk to first?
Start with your child's teacher. They see your child read every day and know what the school's screening showed. Most problems are easier to solve when teachers and parents work together from the start.
If you need more help, the next people are often the reading specialist, the school counselor, the principal or the special education coordinator. Ask the teacher who handles reading concerns at your school.
What should you bring to the meeting?
- Notes on what you see at home, with dates and examples.
- A few samples of your child's writing and homework.
- Any reports from doctors, tutors or past schools.
- A short list of questions.
- Family history of reading trouble, if there is any.
Keep it short, since one page of notes is easier to share than a thick folder. Lead with the two or three things that worry you most.
What should you ask?
- How is my child doing in reading compared with the grade-level goal?
- What did the reading screener show?
- What extra help is my child getting now, and how often?
- How is progress measured, and can I see the graph?
- What will happen if my child doesn't make enough progress?
- How can I request an evaluation?
What can you say to open the conversation?
- Parent
- Thanks for meeting with me. I've noticed Leo works really hard at reading but still guesses at a lot of words, and homework takes him over an hour. I brought a few examples.
- Teacher
- Thank you. I've seen some of that too. His screening score was below benchmark this fall.
- Parent
- What help is he getting, and how will we know if it's working?
- Teacher
- He's in a small reading group four days a week. We check his reading every two weeks. I can send you the graph.
- Parent
- That would help. If he's not making progress by winter, I'd like to talk about an evaluation.
Notice the tone: calm, specific and focused on next steps. You're a partner to the school, and you're also your child's best advocate.
How do you request an evaluation?
Put it in writing. Send a short, dated letter or email to the principal or special education coordinator. Say you are requesting a full evaluation for a suspected learning disability in reading, and list your concerns. Keep a copy.
Under federal special education law, the school must get your written consent before evaluating. After you consent, there is a time limit for finishing the evaluation, often 60 days, though states may set their own timeline. If the school says no, it must tell you why in writing.
What if you disagree with the school?
Ask for another meeting and bring your questions in writing. You can ask for the school's reasons in writing too. If you disagree with the school's evaluation, you may have the right to ask for an independent evaluation. Your state's parent training and information center can explain your rights for free.
Stay focused on your child's needs. Even when you disagree, keep the relationship with your child's teachers as positive as you can. They're with your child every day.
How do you keep track of everything?
Keep a folder or digital file with every email, report, plan and progress update. After each meeting, send a short email summing up what was agreed. This creates a record and helps everyone remember the same plan.
What if your child goes to a private school or is homeschooled?
Public school districts have a duty to find and evaluate children who may have a disability, including many children in private schools and, in some states, homeschooled children. Contact the special education office of your local public school district and ask how to request an evaluation.
Rules about what services follow the evaluation differ for private school and homeschooled students, and they vary by state. Ask the district to explain what applies to your child, and ask your state's parent center if anything is unclear.
Should your child come to the meeting?
Younger children usually don't need to attend, though you can share what they say about school. Older students, especially in middle and high school, often benefit from joining for part of the meeting. Hearing adults talk about their strengths and plans can be powerful, and they can say what helps them in class.
Prepare your child ahead of time. Tell them who will be there, what you will talk about, and that the goal is to make school work better for them.