I would like my daughter to have a fully comprehensive assessment for dyslexia. Can you tell me how I go about this? Once I find an appropriate comprehensive test, does the testing body provide their own professional to administer it? Or do I find a professional who uses their recommended test?

My 16-year-old son has been struggling with reading since elementary school. At age nine, we found a place that used the Orton-Gillingham approach, and we used that for several years. Over the years, we have supplemented his curriculum with tutors for English and math, taking online classes. (He really did not like that format and didn't make substantial gains). We also had a skills coach the last half of the school year. He’s an amazing, funny, young man who loves video games, music, and computers. When he finds something that interests him, he can focus for hours.

His struggle with executive function, prioritizing tasks, time management, awareness of next steps is an ongoing problem, but he hasn't responded well to schedules, charts, lists, alarms, etc. I'm struggling trying to find ways to help him retain information like basic math facts and grammar rules.

When we learned of the Orton-Gillingham approach for reading, it made such a huge difference. My hope is that there are things out there that have been developed to deal with his other challenges that I just haven't found.

My 16 year old thinks she is dyslexic, as her first grade teacher suggested. What are symptoms of dyslexia in a high schooler who has never received any treatment or evaluation? She is an honors student but sometimes gets a 0 grade because she cannot recall anything she read on six pages of crowded font text. I noticed she cannot read new words: She only reads the first and the last letter and then she plays lottery with the letters in the middle (this is not new, and has done it since she started reading in first grade).

My son has recently been diagnosed with dyslexia, and he is currently being tested in school for an IEP. The school is wonderful, but they don't know anything about dyslexia. What are some things I need to request for his IEP that could truly help my son?

I have been working with my son since he was 4 on his reading and writing skills, which have always been a struggle for him. He seems to have visual processing difficulties (his visual acuity tested at 20/20 and it seems his eyes are tracking together) where he loses his place, adds/omits words, and scrambles phrases as he reads.

My daughter has been struggling in school, math, reading, spelling, and retention. She is very smart, great with animals, loves to “write,” and make art. The school has been little help, but we have pushed for assistance with the school and testing. The school will not put a label on it but the words dyslexia and dyscalculia come up. We have hired a tutor who I think is helping, but it is just too soon to tell. It breaks my heart as I know all too well her struggles.

Recently, I had a patient with some delayed cognitive development and a confirmed dyslexia diagnosis referred to me by one of our providers. According to the IEP, the student is receiving the Edmark Reading Program at their school. When asked why the school is using this specific program for this particular student, the parents informed me that this was all the school had to offer in terms of reading interventions. The student is showing progress with recognizing sight words using the Edmark Reading Program, but still struggles with reading and comprehension on their own.

My granddaughter has been tested by her school multiple times. First, suggesting ADHD and then this week clarifying that the condition is more likely dyslexia. In our experience at home working with her, we see a manifested response that suggests dyslexia. The school says they have a process that will lead to labeling her as dyslexic and getting her into special classes. We are completely lost in how to establish a plan or what resources to access that will let us support her and her development.

My daughter was diagnosed with dyslexia in 2nd grade and has received Orton-Gillingham based therapies for several years. After placing her in a private school for 9th grade, we had her reevaluated for accommodations through the public school system. We have just received her report and it makes no mention of dyslexia at all. I am wondering if this is common? They say she does not meet the criteria for accommodations. Do you have any recommendations for next steps?

I am reaching out to you for help to locate therapeutic reading materials for my son's complex dyslexia profile. For example, his reading comprehension was assessed at grade-level-equivalent of 10.9. However, his accuracy rate is at grade 2.7. He also exhibits high orthographic substitutions and struggles with Ellison. So far, we’ve had difficulty finding strength-based therapeutic materials that target his areas of need.