How Do You Set Reading Goals That Actually Work for Dyslexic Learners?

If you’re here, there’s a good chance you’ve already tried everything.

You’ve bought programs.

You’ve followed school recommendations.

You’ve practiced at home.

And yet, your child still isn’t making the progress you hoped for.

That’s a scary place to be. Many parents worry, What if nothing works? What if my child never really catches up? The truth is this: multiple failed programs do not mean your child can’t improve. They usually mean the approach was not the right fit yet.

Progress is possible with the right goals and the right framework.

Step 1: Stop Guessing and Pause Random Programs 

One of the most common things I see parents do, with the best intentions, is add more. Another workbook. Another reading app. Harder books. More reading time.

But reading goals don’t work when they are based on materials or grade level.

Dyslexic learners don’t need more practice. They need the right practice. Before setting any new goals, it is important to pause and stop guessing. Goals should be based on skills, not on how far behind a child appears to be.

Step 2: Gather Real Data About Where Your Child Is Right Now

You can’t set effective goals without knowing the starting point.

Begin by gathering:

• School reading assessment reports

• Work samples, including reading and spelling

• A list of programs or interventions already tried

• Your own observations about what is hard and what feels easier

School data is often broad, for example “below grade level,” which can be confusing for parents. Still, it is an important starting point. Clear data reduces overwhelm and prevents wasted time.

Step 3: Use a Structured Framework That Builds All Reading Skills Together

Dyslexic students often make their best progress when instruction follows an Orton-Gillingham approach.

This matters because reading is not one skill. It is made up of multiple, connected skills that must develop systematically. In an Orton-Gillingham–based lesson, all five essential areas of reading are addressed together:

• Phonemic awareness

• Phonics and word structure

• Fluency

• Vocabulary

• Spelling (encoding)

These skills are interwoven, not taught in isolation. Each follows a progression, and progress is paced by the strength of foundational skills. When foundations are rushed, everything later becomes shaky. Fluency breaks down, confidence drops, and progress stalls.

Strong goals protect the foundation so growth can last.

Step 4: Set Skill-Based Goals That Follow the Progression, Not Grade Level

Grade-level goals are one of the biggest sources of frustration for parents of dyslexic learners.

Instead, effective goals are:

• Skill-specific

• Measurable through accuracy and fluency

• Based on data, not timelines

When I say a skill is “mastered” or “nearly mastered,” I do not mean perfection or reading like a typical reader. I mean the student has met accuracy and fluency goals as close as is realistic for them.

Some dyslexic students may never read as fluently as their peers. However, they can learn to read, spell, and manage academic demands successfully, often with accommodations and continued support.

Step 5: Work With a Specialist Who Sets Goals, Tracks Data, and Adjusts

Tier 3 intervention exists for a reason. Students do not use intensive, structured intervention because other programs worked. They use it because those programs did not.

A qualified dyslexia specialist:

• Starts with evaluation, not materials

• Places the student on a skill progression

• Tracks accuracy and fluency data regularly

• Adjusts goals based on progress

• Shares clear updates with parents

Parents should feel comfortable asking:

• How is progress measured?

• How often will data be shared?

• What tells us when it is time to move forward?

Needing expert help is not failure. It is choosing the right tool.

Step 6: Support Progress at Home Without Guessing

Parent involvement matters, but it works best when it is targeted and realistic.

Home support should:

• Reinforce skills already taught

• Focus on one high-impact area

• Be short and consistent

Ten minutes daily is more effective than one hour once a week.

This might look like:

• Reviewing irregular words

• Reading books at the right level

• Playing skill-based games sent home from intervention

When frustration shows up, it is usually a sign of cognitive fatigue or fear of failure, not laziness. Short regulation breaks are helpful, but frustration is not a signal to stop for the day. Encouragement and follow-through help students build both confidence and discipline.

How to Know If Reading Goals Are Working

Here is the most important question parents can ask:

Can I see progress in accuracy or fluency data?

• If data shows steady growth, even slow growth, it is usually best to stay the course.

• If goals are unclear, data is not shared, or progress has plateaued despite consistency, it is time to pause and reassess.

Progress should be measured against skills being taught, not grade-level tests. Using the wrong measuring stick can make real growth invisible.

A Final Word of Hope

 Dyslexic students can and do improve when they receive the right instruction, the right goals, and the right support.

Success does not mean reading becomes effortless. It means students grow into learners who are:

• Independent enough to manage academic demands

• Confident using accommodations

• Able to read and spell functional academic text

• Persistent even when work is hard

You do not have to figure this out alone. With clear goals, measurable data, and a research-based approach, progress is possible, even after many failed attempts.

If you are ready for clarity, a plan, and proof that it is working, expert support can make the difference.

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.