My Child Has Dyslexia… Now What? Where to Actually Get the Right Help for Dyslexia Intervention

If your child has dyslexia, or you suspect they might, you may have already reached an important realization. Your child likely needs a different kind of help.

You may have just received a dyslexia diagnosis, or you may be noticing ongoing struggles with reading that do not seem to improve with typical instruction. At some point, many parents begin to understand that their child needs more specialized instruction that is explicit, systematic, and taught at the right level.

This type of instruction is often called structured literacy, a research-based approach widely recommended for students with dyslexia. By the time you reach this point, something important has usually shifted. You are no longer just looking for help. You are looking for the right kind of help.

And that naturally leads to the next question:

If my child needs structured literacy instruction, where do I actually find it?

This is where many parents begin to feel stuck. Not because there are no options, but because the options are not always clear and they are not all the same.

Key Takeaways

• Not all reading instruction is equally effective for students with dyslexia

• Students with dyslexia require explicit, systematic instruction matched to their level

• Structured literacy is a research-based approach designed to meet these needs

• There are multiple settings where students can receive support, each with strengths and limitations

• School-based support is valuable and worth pursuing

• Many students benefit from a combination of school support and private intervention

• The most important factor is not the setting. It is the quality of the instruction

Understanding Where School Support Fits

Most schools use a framework such as MTSS or RTI to provide support for struggling students. In theory, this system allows students to receive increasing levels of help, moving from whole-class instruction to small-group support, and then to more intensive intervention.

On paper, this sounds like a clear pathway. In practice, it can look very different.

Over the years, I have worked with students who were clearly struggling. Some scored in the bottom one to two percent in reading and were not receiving meaningful support at school until outside testing was brought in. In one case, I was able to bring testing results to the school, meet with the team, and help the family advocate for support that their child had not previously been receiving.

I have also worked with a student who failed first grade and still did not receive structured remediation during that year. These situations are not the result of uncaring schools or uncommitted teachers. In many cases, they reflect the reality that schools are working within systems that must serve a large number of students with a wide range of needs.

Within that system, support can vary.

Why School Support Varies

Some schools have strong intervention systems, trained reading specialists, and consistent support built into the day. Other schools may have limited staffing, fewer resources, or no dedicated reading specialist at all.

Even when a reading specialist is available, the level of training can differ. Reading specialists are highly trained professionals who are often working under significant demands, supporting multiple grade levels and many students at once. They are doing the best they can within the time, resources, and training they have been given.

At the same time, it is important for parents to understand that a reading specialist certification does not always include deep training in structured literacy or Orton-Gillingham-based instruction. In some cases, teachers may be asked to implement programs without full training or certification because the school does not have the resources to provide that level of preparation.

The challenge is not a lack of effort. It is that effective dyslexia instruction requires a specific level of training, time, and intensity.

Where Can My Child Receive Dyslexia Intervention?

Once parents understand what effective instruction looks like, this becomes the most important question.

There is no single answer. Each setting offers something valuable, and each comes with limitations. Looking at both sides can help you make a clearer decision.

Public School Intervention

Public school support is often the first place families look, and for good reason. It is part of your child’s school day and is available at no cost to families.

Pros

• Free to families

• Built into the school day

• Provides consistent exposure to reading instruction

• Reinforces skills across subjects

• May include reading specialists and intervention services

Cons

• Often group-based, making it harder to match instruction to each student’s level

• Limited time and intensity

• Instructional pacing may move on before skills are fully mastered

• Variation in training and specialization

• Not all reading specialists are trained in structured literacy or Orton-Gillingham approaches

• Program delivery may vary depending on training, time, and resources

In many schools, reading specialists are doing the best they can within the time and resources they have. I have also seen situations where students needed support but did not qualify because they were not the lowest-performing students.

One student I worked with scored in the bottom four percent in spelling, but because his reading was strong, he did not receive intervention services at school beyond basic accommodations. At the same time, school support can make a meaningful difference. One of my students made stronger progress when he was receiving consistent help at school along with outside intervention. When that school support was removed, his progress slowed.

Private School Support

Private schools often offer smaller class sizes and more flexibility, which can be helpful for many students.

Pros

• Smaller class sizes

• More flexible learning environment

• More individualized attention in the classroom

• Flexibility to bring in outside intervention during the school day

  • In-person tutoring

  • Online intervention sessions

• Reduced after-school fatigue

Cons

• Often do not provide intensive reading remediation directly

• May not have trained reading specialists

• Often focus on accommodations rather than skill-building

• Policies and availability vary widely

I have seen families use this flexibility in powerful ways. They hire a private dyslexia specialist to bring in structured literacy instruction during the school day so their child can receive targeted support when they are still focused and able to learn.

Specialized Dyslexia Schools

Some families choose to enroll their child in a school specifically designed for students with dyslexia.

Pros

• Structured literacy built into the entire school day

• Small class sizes

• Teachers trained in evidence-based methods

• Instruction reinforced across subjects

• High likelihood of instruction being delivered with fidelity

Cons

• Cost

• Limited availability depending on location

• May require a significant school transition

In these settings, students often receive the level of intensity and consistency that allows them to make steady progress without additional tutoring.

Hybrid or Half-Day Programs

Some students attend a specialized reading program for part of the day and a traditional school for the rest.

Pros

• Provides intensive, targeted instruction

• Maintains connection to a traditional school setting

• Can offer a strong balance of support

Cons

• Scheduling can be complex

• Availability may be limited

• Requires coordination between programs

• Cost, since many programs are privately funded

This option can work well for families who want more intensity without fully changing schools.

Private Intervention

Private intervention allows instruction to be fully individualized and tailored to the student’s needs.

Pros

• Instruction matched to the child’s exact level

• Mastery-based pacing

• More repetition and intensity

• Immediate feedback and correction

• Greater likelihood of instruction being delivered with fidelity

I have spoken with many reading specialists who transitioned from schools into private practice. One of the most common things they share is that they wanted to teach reading the right way but were not always able to within the structure of the school day.

They described working with mixed-level groups, limited time, and pacing expectations that did not match student needs. In private settings, they were able to slow down, teach at the student’s level, and follow structured literacy more closely.

I have seen this directly with my own students. One student I currently work with was receiving strong support at school, including time with a reading specialist, occupational therapy, and speech services. Even with that support, progress was slow because instruction had moved past the foundational skills he still needed. When we worked at his actual level and allowed time for mastery, his progress became much more noticeable.

Cons

• Limited to session time

• Requires consistency

• Cost

• Quality varies depending on training and experience

Private intervention allows instruction to match the child, not the system.

Do I Need More Than One Type of Support?

In many cases, yes. Students often make the strongest progress when instruction is reinforced in more than one setting and when they have enough time and repetition to build skills.

It is not about choosing one option over another. It is about making sure your child is getting enough of the right kind of instruction.

What Matters Most

At the end of the day, the setting matters. The instruction matters more.

Your child needs instruction that is explicit, systematic, and aligned to their level. They need enough time to practice and enough repetition to build mastery.

Students do not just need more instruction. They need the right instruction.

What Should You Do Next?

If school support is available, it is worth pursuing. This process is not always easy, and many parents spend time in meetings, advocating for their child, and trying to get the support they need.

Do not give up.

School-based support adds valuable instructional time during the day. At the same time, many students benefit from additional support outside of school. If your child is in a setting where structured literacy is already built into the day, additional tutoring may not be necessary. In many cases, however, combining supports can be the most effective approach.

When supports are combined, they should work together.

The goal is not to add more and more instruction. It is to make sure your child receives enough of the right kind of instruction, consistently and at their level.

Final Thoughts

There is no single perfect path, but there is a path that fits your child.

There are many dedicated teachers and reading specialists working hard to help students learn to read. When parents, teachers, and specialists work together, the impact is powerful.

Your child does not need just one person helping them. They need a team.

If your child is not making the progress you expected, or you are not sure if they are receiving the right kind of instruction, you are not alone. Many of the students I work with come to me after trying other approaches that were simply not the right fit.

I specialize in structured literacy intervention for students with dyslexia in grades 2 through 12. Each student begins with an assessment so instruction can be matched to their current level, and lessons are designed to build skills step by step with clear, measurable progress.

If you would like to talk through your child’s situation and determine whether this type of support might be a good fit, I offer a free 30-minute consultation.

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About the Author

Hi, I’m Heidi. I am a licensed Reading Specialist and a Wilson Dyslexia Practitioner with over 20 years of experience in education. Since 2022, I have been supporting children with dyslexia and spelling challenges both online and in person through private practice, working with students in grades 2–12 in the United States and with international school students around the world.

My goal is to make this journey less overwhelming and more empowering for families, helping children gain confidence and success in reading and spelling.

Connect with Heidi at Successfuldyslexiatutoring.com or on Linked in.

References

International Dyslexia Association. (2019). Dyslexia handbook: What every family should know.

Shaywitz, S. (2020). Overcoming dyslexia (2nd ed.). Alfred A. Knopf.

Foorman, B. R., et al. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. U.S. Department of Education.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.