Is Online Dyslexia Tutoring as Effective as In-Person? What the Research Really Shows for Kids With Dyslexia

Parents searching for online dyslexia tutoring often ask the same question: “Does online dyslexia tutoring really work as well as in-person tutoring?”

It’s a fair concern, especially if your child has struggled with reading for years. Many parents worry that switching from in-person dyslexia tutoring to online instruction could slow progress or make learning harder.

What does the research say? 

Research provides a reassuring answer. Multiple peer-reviewed studies have found that students with dyslexia who receive structured, evidence-based reading intervention online make gains in reading accuracy, fluency, and spelling that are comparable to students receiving the same instruction face to face.

For example, a controlled study by Hall, Meyer, and Rose (2020) found no significant differences in reading outcomes between students receiving structured literacy intervention via telepractice and those receiving in-person instruction.

Similarly, a randomized controlled trial by Vernon-Feagans et al. (2013) demonstrated that intensive, explicit reading instruction delivered remotely produced meaningful improvements in early literacy skills for struggling readers.

Large-scale research syntheses reviewed by the What Works Clearinghouse and summarized by the International Dyslexia Association further support these findings. Across studies, student progress was linked not to the instructional setting, but to whether instruction was explicit, systematic, cumulative, diagnostic, and delivered by a well-trained instructor using data to guide instruction.

In other words, research does not suggest that online instruction is inherently weaker. It consistently shows that the quality of instruction matters far more than whether tutoring occurs online or in person.

What does quality instruction look like for dyslexic students?

In other words, the real question for parents is not whether dyslexia tutoring happens online or in person, but whether the instruction itself is high quality. Research consistently shows that students with dyslexia make progress when instruction is explicit, systematic, cumulative, and responsive to their individual needs.

Effective dyslexia instruction is diagnostic and data-driven, with clear goals and ongoing progress monitoring. It is taught by an instructor who understands how dyslexic learners process language and who adjusts instruction when a student struggles. When these elements are present, meaningful reading growth can occur in any setting.

What Skills are Taught in Effective Structured Literacy Dyslexia Tutoring?

High-quality dyslexia tutoring addresses all essential components of reading and language development. Effective instruction is comprehensive, not limited to phonics alone, and is intentionally sequenced to build skills over time.

Key areas of instruction include:

• Phonological awareness (the ability to hear, identify, and manipulate sounds in spoken words)
  

• Phonics and decoding (the relationship between sounds and letters, and how to read words accurately)
  

• Syllable patterns (understanding how words are divided and structured)
  

• Morphology (prefixes, suffixes, and base words that influence meaning and spelling)
  

• Orthography (spelling patterns and rules, including how sounds map to written language)
  

• Syntax (sentence structure and grammar that support fluent reading and writing)
  

• Semantics (vocabulary development and reading comprehension)
  

When instruction is explicit, systematic, multisensory, and individualized, students with dyslexia can make meaningful and measurable reading progress, whether tutoring occurs online or in person.

How to Tell If Dyslexia Tutoring Is High Quality (Online or In Person)

Instead of asking, “Is this tutoring online or in person?” parents are better served by asking how instruction is delivered and who is providing it. High-quality dyslexia tutoring looks consistent across settings when the right elements are in place.

Training and Credentials

• Is the tutor a certified reading specialist or formally trained in dyslexia intervention?

• Have they completed training through an IDA-accredited program, such as Wilson or another Orton–Gillingham–based program?

• Do they have experience working specifically with students with dyslexia, not just struggling readers?
  

Instructional Approach

• Does instruction align with the Science of Reading?

• Are structured literacy or Orton–Gillingham principles used?

• Is instruction explicitly multisensory, engaging visual, auditory, and kinesthetic pathways?
  

Instructional Delivery and Progress Monitoring

• Is instruction systematic, explicit, and cumulative?

• Is teaching diagnostic and data-driven rather than scripted or one-size-fits-all?

• Are goals clearly defined and progress regularly measured?

• Is instruction adjusted promptly when a student struggles or plateaus?
  

Communication and Relationship

• Is the tutor willing to collaborate with parents and, when appropriate, with the child’s school?

• Is the tutor patient, encouraging, and responsive to the emotional needs of dyslexic learners?

Expertise, structure, collaboration, and responsiveness drive reading progress. Location does not.

Practical Advantages of Online Dyslexia Tutoring

When high-quality instruction is in place, online dyslexia tutoring can offer several practical advantages for families:

✔ Access to trained dyslexia specialists regardless of geographic location

✔ Greater consistency during moves, travel, or school transitions

✔ Flexible scheduling that often results in fewer missed sessions

✔ Easier adjustments to instructional intensity when additional support is needed

✔ Reduced anxiety for some students who learn more comfortably at home

Technology can support effective instruction, but it does not replace the need for well-trained teachers, structured methods, or responsive teaching.

When In-Person Dyslexia Tutoring May Be a Better Fit

Online dyslexia tutoring is not the best option for every child. In some cases, in-person instruction may better support a student’s learning and regulation needs.

In-person dyslexia tutoring may be a stronger fit for students who:

✔ Have significant attention challenges or become overstimulated by screens

✔ Require frequent physical redirection or hands-on behavioral support

✔ Are very young and not yet developmentally ready for sustained online instruction

For some students, a hybrid approach that combines in-person and online instruction provides the right balance of structure, flexibility, and support.

Who Is a Good Fit for Online Dyslexia Tutoring?

Research comparing online and in-person delivery of structured reading intervention suggests that student outcomes can be comparable when instructional methods and intensity are equivalent. In a controlled study of children with dyslexia, Costanzo et al. (2022) found that students receiving evidence-based reading intervention via telepractice made gains in reading accuracy and related literacy skills that were similar to those of students receiving the same instruction face to face. The authors noted that effectiveness depended on student engagement, instructional consistency, and the learning environment rather than the physical location of instruction.

Based on these findings, online dyslexia tutoring tends to work best for students who:

• Can sustain attention to structured instruction on a screen for developmentally appropriate periods

• Do not require frequent physical redirection or intensive behavioral support during lessons

• Have reliable access to a computer and stable internet to support consistent instructional routines

• Learn in a quiet, predictable environment that minimizes distractions

Both older and younger students can succeed with online dyslexia tutoring. Older students may adjust more quickly due to greater self-regulation, while younger students thrive when instruction is highly structured, multisensory, and supported by consistent routines.

Choosing Between Online and In-Person Dyslexia Tutoring

Online dyslexia tutoring is not a lesser option. When delivered by a well-trained professional using structured, evidence-based methods, it can be just as effective as in-person tutoring and more flexible for many families.

Ultimately, the most important question for parents is not whether dyslexia tutoring is online or in person. The question that matters most is whether the instruction is structured, expert, responsive, and appropriate for a child’s individual needs.

Final Thoughts

If you are considering online dyslexia tutoring and want to talk with someone who provides both online and in-person instruction, I invite you to reach out. I have been teaching online since 2022, and many of my students have continued working with me through international moves, school changes, and transitions between homes.

For these families, online tutoring has been a game changer, providing consistent, expert instruction even when circumstances change.

If you would like to discuss whether online dyslexia tutoring might be a good fit for your child, I would be happy to talk with you. Just fill out the contact form for a free consultation.

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  

Costanzo, F., et al. (2022). Telepractice-based reading intervention for children with dyslexia.Frontiers in Psychology.

This peer-reviewed study compared children with dyslexia who received structured reading intervention online with children who received the same type of instruction in person. The researchers found that reading gains were comparable when instruction was evidence-based and delivered with similar intensity. The study highlights that student engagement, instructional consistency, and teaching quality matter more than whether tutoring occurs online or face to face.

International Dyslexia Association (IDA). (2019). Effective Reading Instruction for Students with Dyslexia.

This position paper outlines what effective dyslexia instruction must include, such as explicit, systematic teaching of phonology, phonics, morphology, and spelling. The IDA emphasizes that dyslexia requires structured literacy instruction and that progress depends on the quality and design of instruction, not the location in which it is delivered.

What Works Clearinghouse (WWC). (2016). Foundational Skills to Support Reading for Understanding.

This practice guide summarizes decades of high-quality research on how students learn to read. It identifies instructional practices that are proven to improve reading outcomes, including explicit instruction, regular progress monitoring, and instructional adjustments based on student data. The guide supports the idea that effective instruction follows specific principles regardless of setting.

American Speech-Language-Hearing Association (ASHA). (2020). Telepractice Evidence and Practice Guidelines.

These guidelines review research on delivering educational and therapeutic services online. ASHA reports that telepractice can be effective when providers are properly trained and when instruction is delivered with fidelity. The guidelines also emphasize the importance of student readiness, appropriate learning environments, and family collaboration.