My 8-yr-old daughter has ADHD (combined type) and will be entering 3rd grade. She currently has twice weekly private tutoring by an Orton-Gillingham-trained tutor. Her tutor and I suspect dyslexia may be impeding her reading progress as she is very smart and capable in many other areas. She is very positive and joyful overall. She loves school and would be very compliant in a testing situation. I was wondering if she would also be a candidate for diagnostic testing for dyslexia? I myself am an early childhood/elementary school trained teacher, so I know the importance of diagnosis and early intervention. If you could please provide me with any recommendations or information on testing and/or research, I would appreciate it. We understand that private testing is very expensive and insurance does not cover it.

I am getting conflicting information from various people regarding screening English Language Learners for reading in their dominant language. Do studies indicate that it is better to screen students for reading difficulty in their dominant language if they have had no formal English instruction?

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.

I am considering moving my daughter into a school that has Wilson Reading programs integrated into all parts of a curriculum. I literally live in one of the best school districts in the nation, but I feel like this alternate school may be the answer to close the gap and provide the stronger technical reading base she is currently lacking.

It appears my youngest son will need a secondary diagnosis to address a learning disability. My son has a family history of dyslexia on both parental sides. Based on my discussions with various professionals, both his pediatrician and BCBA and other psychologists, they are concerned that he may have either: dyslexia, an audio visual processing disorder, or a short- to long-term memory problem.

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 child was diagnosed with dyslexia in the fall. His phonemic awareness and spelling skills are still at mid-1st grade. Is it important to go back and systematically teach the missed skills, or due to his age, begin work with multisyllabic words and affixes? He has deficits in letter-sound knowledge, suffixes, inflections, and syllable insertion or omission. He also has deficits in segmenting (sound and syllable) and in phoneme isolation.

I’m now 40 and am fairly certain that I have dyslexia. My concern isn’t with me, I have adapted to it after all this time. But my daughter is 8 and is struggling in school and I’m starting to think she may suffer from the same thing I do. I’m wondering how to get it diagnosed correctly?