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8 Early Signs of Dyslexia: How to Recognize Learning Differences in Kids

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Dyslexia is a commonly known learning difference, but it’s missed all the time, especially in kids who are bright, curious, and talkative. Some kids with dyslexia work so hard to keep up that they their struggles are hidden for years.

Knowing how to spot the signs early is more than important, it’s vital to the happiness and success of children. Parents and teachers who know what to look for can step in sooner, which saves kids a lot of frustration and protects their self-confidence.

Here’s the thing: dyslexia has nothing to do with intelligence or effort. It’s just a different way the brain processes language, especially written words. If you’re wondering what to watch out for, here are eight of the most common signs and why they happen, according to research.

1. Written Work Takes Longer Than Expected

One of the first things you might notice in a child with dyslexia is that written assignments seem to take forever to complete. A child might totally understand the material, but getting those ideas onto paper is another story.

Look for kids who spend too much time writing a few sentences, get tired while writing, or do everything they can to dodge written work.

Researchers tell us that people with dyslexia process language more slowly when they have to turn thoughts into writing, even if they understand what’s going on in class.

2. Trouble Organizing Written Work

A lot of kids with dyslexia know exactly what they want to say, but organizing their ideas on paper is tough. You might see messy paragraphs, trouble getting started, or ideas that seem out of order. This usually ties back to executive functioning (the brain’s way of handling planning and organization).

Writing pulls together a bunch of skills at once: brainstorming, spelling, grammar, and structure. That’s a lot for working memory to handle, especially for kids with dyslexia.

3. Processing Information Differently

Dyslexia is really about how the brain processes language. Kids might need extra time to answer questions, ask you to repeat things, or seem distracted when they’re just taking it all in.

Brain scans show that kids with dyslexia use different neural pathways for reading and language than other kids. Remember that dyslexia is a brain thing not a motivation thing.

4. Mixing Up Words or Instructions

If you notice kids mixing up similar-sounding words, getting lost in multi-step instructions, or confusing words that look alike, that’s another sign of dyslexia. It’s not because they’re not paying attention. Dyslexia messes with the way the brain decodes and recalls language.

Fast or verbal instructions just don’t always stick right away. There’s a strong link between dyslexia and trouble with phonological processing… that’s basically how the brain handles the sounds in words.

5. Difficulty With Spelling

Spelling trouble is probably the most well-known sign. Some kids just never seem to remember how to spell a word, even after lots of practice. You’ll see words spelled in different ways in the same assignment or made-up spellings. Kids with dyslexia have a hard time remembering basic patterns because sound-to-letter connections are difficult, so spelling takes a lot more brainpower.

Research says spelling issues go together with dyslexia. They’re not a separate problem.

6. Avoid Reading and Writing

For some kids, reading or writing just feels exhausting. Even kids who love stories or learning might find the act of reading tough. Watch for kids who avoid reading out loud, guess at words instead of sounding them out, or stumble when trying to read smoothly.

Experts say dyslexia mainly affects how well and how quickly kids recognize words, and that hits their confidence and stamina hard.

7. Weak Phonological Awareness

Phonological awareness is basically, noticing and working with the sounds in spoken words. A weakness here is one of the clearest signs of dyslexia. Kids with dyslexia often have a hard time with rhyming, breaking words into syllables, or picking out individual sounds. Phonological challenges show up early, even before kids start reading, and it’s a solid clue for parents and teachers to pay attention.

8. Difficulty Remembering Verbal Information or Instructions

Many children with dyslexia struggle with something called verbal working memory, making it hard to retain spoken information long enough to act on it.

For children this may look like forgetting multi-step directions, losing track of verbal explanations, and needing written or visual supports.

Research shows that working memory challenges are common in dyslexia and can significantly affect classroom performance if accommodations are not provided.

Dyslexia does not define a child’s potential. Many individuals with dyslexia excel in creativity, problem-solving, big-picture thinking, and innovation.

Early identification, appropriate instruction, and supportive environments can make a profound difference academically and emotionally.

When children understand how they learn and are supported in the right way, confidence and skills grow.

Listed below are additional resources for parents with struggling readers:

Is it Autism, ADHD, or Dyslexia?

Dyslexia in the Classroom: Latest Reading Research and Simple Strategies that Help

Free Resources for Children with Dyslexia and Learning Disabilities: A Parent’s Guide

It’s Not Too Late to Help Your Struggling Reader

The Three Levels of Dyslexia

The Power of a Reading Routine

How to Help a Child Who Gives Up Easily to Build Real Confidence

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Kids who give up too easily aren’t lazy or unmotivated. If dig a little deeper you would see that they feel overwhelmed, discouraged, or are afraid of failing and disappointing you.

For neurodivergent children, this experience is even heavier. When learning differences, sensory challenges, anxiety, or past struggles are part of the picture, giving up can feel like self-protection not defiance.

Here’s the exciting part. Resilience, grit, and determination can be taught, and it doesn’t require pushing kids harder.

What Kept Thomas Edison Going After 1,000 Failures?

Thomas Edison famously failed over 1,000 times before successfully inventing the light bulb. When asked about it, he didn’t call all those attempts failures. He reframed them as discoveries. Each failure taught him something new that brought him closer to a solution. His confidence didn’t come from constant success. It came from finding meaning in the struggle, not just the finish line.

So, the real question for parents is this: Can we help our kids experience all effort the same way Edison did without tying their worth to success?

TAKEAWAY: Reaching a goal is more about finding satisfaction in the process than the outcome. Let that sink in for a moment.

When kids learn to value effort, curiosity, and persistence, confidence begins to grow naturally even when results are imperfect.

Life May Be Too Easy and Comfortable for Kids

These days, everything’s instant. Answers are a click away. Distractions never end. If you’re uncomfortable, you can usually just opt out.

Convenience isn’t bad, but it does make things tricky because kids aren’t getting many chances to practice handling frustration. For a lot of kids, especially neurodivergent ones, any difficulty can feel like too much. When something doesn’t come naturally, it’s easy for shame, anxiety, or a total emotional shutdown to take over.

Raising kids who bounce back means you have to create safe ways for them to struggle. They need to learn that everyone fails sometimes, and what you do next is what really matters.

Failure Can Be a Gift

Failure is often framed as something to avoid, but failure is one of the most powerful teachers we have.

For kids who give up quickly, failure feels personal. Their inner voice says, “I failed, so I must be bad at this.” Our job is to help them flip that script and reframe failure as:

  • Feedback, not judgment
  • A step in learning, not the end of the road
  • Proof that they tried something challenging

For neurodivergent children, this type of thinking is critical. Many have experienced repeated setbacks in traditional learning environments, which can erode confidence over time.

When we respond calmly to mistakes and help kids shift to problem-solving instead of rescuing them, we teach that failure doesn’t mean a hard stop. Instead, failure is an opportunity to adjust, again and again.

The Joy of Work and Why It Matters

Research consistently shows that people experience deeper satisfaction when they engage in meaningful effort rather than passive reward. In fact, a multigenerational Harvard study evaluated the backgrounds of over 700 “high achievers” and found a strong connection between doing household chores and later professional success.

This research applies to kids, too.

When children build something, practice a skill, or solve a problem they experience earned confidence… the kind that sticks.

This is even more important for neurodivergent kids. They might need tasks broken into smaller pieces, more time, or hands-on help. When effort feels doable, kids start to associate work with pride, not fear.

The Power of a Positive (but Realistic) Attitude

Fake positivity doesn’t help anyone, but validation does. Skip the “you’ll be fine” or “just try harder” lines. Instead use these confidence-boosting statements:

“This is hard and you’re still giving it your best.”

“I can see you’re frustrated. I know you can figure this out!”

“What part feels toughest right now?”

For neurodivergent kids, emotional validation helps regulate the nervous system first which is required before learning or problem-solving can happen.

A positive attitude isn’t about pretending things are easy. It’s about believing that effort is worthwhile even when the outcome is uncertain.

Building Enough Confidence to Take Risks

Confidence doesn’t show up before you try. It comes because you try. Kids who give up easily often dodge risk because failure feels scary. To help them build real confidence, try these four things:

1.     Treat mistakes as normal

2.     Cheer effort, not just success

3.     Show them that your trying new things too

4.     Talk openly about your own struggles

For neurodivergent children, confidence grows when they know what’s expected, have ongoing support, and get measured by their own progress, not other kids. Small wins count, so does noticing growth that others might miss.

Why Winning Too Much Can Destroy Grit

When kids win too often especially without effort, they start to avoid challenges that threaten success, worry about failing (Why even try if I’m going to fail?), and struggle when things get harder.

DEFINITION OF GRIT: Having grit means you possess passion and are willing to persevere to reach long-term goals. It means having courage, resolve, and a strong work ethic when faced with obstacles and staying committed to your goal by pushing forward through challenges rather than giving up.

The hard truth is that resilience isn’t built by constant success and wins. It’s built by working through difficulty with support and guidance.

So, listen up parents, kids need to experience losing. They need to keep trying while making adjustments so they can enjoy the feeling of winning because they persevered.

That’s how grit is formed.

Supporting Neurodivergent Kids Through Failure

Neurodivergent children often need:

  • Explicit resilience training
  • Predictable routines during challenge
  • Adults who stay calm when emotions run high
  • And skill-building instead of punishment when things go wrong

Helping kids face failure safely builds confidence far beyond academics. It prepares them for life.

At Rockwood Prep in San Tan Valley, Arizona, we work closely with families to help children develop emotional regulation, problem-solving skills, confidence through supported challenges, and a belief that they can do hard things!

If your child gives up easily, feels defeated by challenges, or struggles with confidence, especially if they are neurodivergent, don’t give up on them. 

With the right support, kids can learn resilience, perseverance, and self-belief at their own pace, in ways that honor how they learn and experience the world.

Call Rockwood Prep today at 480-530-0886 for a free consultation to talk about how we can help your child face challenges, learn from failure, and grow into a confident, capable learner.

Is it Autism, ADHD, or Dyslexia?

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Is it autism, ADHD, dyslexia, or something else entirely? If you are a parent trying to understand why your child is struggling in school, then you need to trust your intuition. Many families in San Tan area and the East Valley find themselves wondering the same thing.

The truth is that learning differences rarely fit into neat boxes. A child can be bright, creative, curious, and still have a brain that processes information differently. Understanding those differences is the first step toward helping your child feel confident, capable, and supported.

This article breaks down autism, ADHD, and dyslexia in a simple, parent-friendly way, that explains how they overlap, and then shows how the right educational environment can make a meaningful difference.

What Do We Mean by Learning Differences?

Learning differences are variations in how a child’s brain processes information, attention, language, sensory input, and social cues. These differences are not deficits. They are differences in wiring.

When schools and environments are not designed for that wiring, children can appear behind, distracted, unmotivated, or behaviorally challenging.

When environments are supportive and flexible, those same children often thrive.

Autism Spectrum Disorder (ASD)

Autism is a neurodevelopmental difference that affects how a child experiences the world, especially in areas like communication, sensory processing, and social interaction.

Common characteristics include:

  • Differences in social communication, such as difficulty with back-and-forth conversation or reading social cues
  • Sensory sensitivities to noise, lights, textures, or movement
  • A strong preference for routines and predictability
  • Deep interests in specific topics
  • Differences in emotional regulation or transitions

Autism exists on a spectrum, which means it looks very different from one child to another. Some children are highly verbal and academically advanced but may struggle socially. Other children may need more support with communication, self-care, or learning.

Autism is not something that needs to be fixed. Instead think of it as a different way of processing the world. A child with autism greatly benefits from understanding, structure, and individualized support.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a difference in how the brain regulates attention, impulse control, and activity level.

Common characteristics include:

  • Difficulty sustaining attention on tasks that are not immediately interesting
  • Impulsivity, such as acting or speaking without thinking
  • High levels of physical movement or restlessness
  • Difficulty with organization, time management, and working memory
  • Emotional intensity or frustration tolerance challenges

ADHD is not a lack of effort or discipline. It is a neurological difference in how the brain manages focus and executive functioning. Many children with ADHD are highly creative, energetic, and curious, but they need support with structure, pacing, and self-regulation.

Dyslexia

Dyslexia is a language-based learning difference that affects reading, spelling, and sometimes writing.

Common characteristics include:

  • Difficulty decoding words and recognizing letter-sound patterns
  • Slow or effortful reading
  • Challenges with spelling and written expression
  • Strong verbal, visual, or problem-solving skills in other areas
  • Fatigue or avoidance around reading tasks

Dyslexia is not related to intelligence. Many children with dyslexia are bright, insightful thinkers who simply need different instructional methods to access reading and writing.

How Autism, ADHD, and Dyslexia Overlap

One of the most confusing parts for parents is that autism, ADHD, and dyslexia often overlap each other. A child can have autism and ADHD, dyslexia and ADHD, autism and dyslexia, or all three together. This is sometimes called a complex or layered learning profile.

A child with autism may struggle with attention and that may make them look like they have ADHD. A child with dyslexia may avoid reading, which can look like inattention or behavioral resistance. A child with ADHD may miss instructions, which can look like comprehension problems.

This is why labels alone often fail our children. What matters most is understanding how your child’s brain works and what supports help them succeed.

5 Signs Your Student May Need More Support

Parents often sense that something is different long before a diagnosis is made. Below are five signs that may mean that you child could use extra support.

  1. School feels consistently stressful or overwhelming
  2. Homework leads to frequent frustration, tears, or shutdowns
  3. Your child seems capable but cannot show it consistently
  4. Teachers report attention, behavior, or academic concerns
  5. Your child’s self-confidence is declining

When it comes to your child, trusting that instinct is really important to their success. Remember that early support can prevent years of struggle and protect a child’s sense of self.

FACT: An estimated 5 to 15% of school-age children struggle with a learning disability.

How Rockwood Supports Complex Learning Profiles

At Rockwood, we understand that many children do not fit neatly into one category. A child might be autistic, have ADHD, and be dyslexic all at once. That does not make them broken. A complex learning profile means that your child will need a school designed for real human variability.

Rockwood supports students by:

  • Using individualized learning plans rather than one-size-fits-all instruction
  • Integrating academic support with social, emotional, and behavioral skill-building
  • Collaborating with therapists, specialists, and families
  • Teaching self-advocacy and emotional regulation alongside academics
  • Creating an environment where differences are normalized, not punished

The goal is not to make children appear more typical. The goal is to give them tools, confidence, and support so they can succeed as they are.

If you are reading this and wondering whether your child is autistic, has ADHD, dyslexia, or some combination, know this: your child is not behind, broken, or failing. They are developing on their own timeline with a brain that works a little differently.

Understanding that difference is not about labeling your child. You have the keys to unlock the right support, so learning becomes possible, meaningful, and joyful again.

With the right environment, the right tools, and the right team, children with learning differences do not just cope, they grow, they thrive, and they discover their strengths.

And that is always the real goal.

When Is It Time to Leave Traditional School? 7 Signs Your Child May Need a Specialized Program

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For many families, traditional public school works well enough, at least at first. Supports like tutoring, classroom accommodations, an IEP, or a 504 plan can help children stay afloat. But for many students with learning disabilities, including autism, ADHD, or complex learning profiles, school can become a daily source of stress rather than a place for growth.

If you have found yourself wondering whether it is time to explore a different educational setting, you are in the right place. Making a change does not mean you failed your child or that your child could not succeed.

It means you are paying attention.

FACT: Over 1 million students who have left the conventional classroom in the last few years, dramatically altering the educational landscape. The National Center for Education Statistics projects that conventional classrooms will lose another 2.4 million students by 2031.

Is it time for you to make a move?

Listed below are seven common signs that a specialized school environment may be a better fit, along with a gentle comparison of public school supports versus private, specialized programs.

1. Daily Meltdowns or Emotional Shutdown After School

Occasional bad days are normal. But if your child comes home from school emotionally exhausted every single day, something deeper may be going on. Red flags include:

  • Frequent meltdowns after school
  • Withdrawal, irritability, or emotional shutdown
  • Physical complaints like headaches or stomachaches tied to school days

These behaviors are often signs of masking, sensory overload, or chronic stress. In specialized programs, class sizes are smaller and environments are intentionally designed to reduce sensory and emotional overload, allowing students to regulate throughout the day instead of holding everything in.

2. School Refusal or Escalating Anxiety About Attending

Refusing to go to school, known as school refusal or school avoidance, is a significant issue, often rooted in anxiety (social, separation, panic) or depression, rather than simple defiance, stemming from bullying, academic stress, or big life changes, and requires empathetic communication. When school refusal becomes a pattern, it is not about laziness or defiance. It is a signal.

You may notice:

  • Morning panic or tears
  • Requests to stay home due to vague illness
  • Increased anxiety on Sundays or before school breaks end

In traditional settings, anxiety is often addressed reactively after attendance issues arise. Specialized schools, like Rockwood Prep, proactively build emotional regulation, predictable routines, and supportive relationships into the school day so students feel safe enough to attend consistently.

3. Failing or Falling Behind Despite Tutoring and Interventions

Many parents invest months or years in outside tutoring, reading specialists, or academic programs, only to see minimal progress. This may indicate:

  • Instruction that does not match how your child learns
  • Too much time spent compensating instead of remediating
  • Teaching methods that are not aligned with neurodivergent learning styles

Specialized schools for dyslexia, autism, and learning disabilities integrate targeted instruction into the school day itself. Instead of layering help on top of an already overwhelming day, learning support becomes the foundation.

4. Punitive Discipline for Disability-Related Behaviors

Data consistently reveals that students with disabilities face discipline at rates far higher than their peers. Data from the U.S. Department of Education shows that students with disabilities represent 17% of total K-12 student enrollment, but 24% of students who received one or more in-school suspensions, 29% one or more out of school suspensions, and 21% of those who received expulsions.

If your child is regularly disciplined for behaviors tied to their diagnosis, this is a serious concern. Examples include:

  • Being sent out of class for sensory needs
  • Punishment for emotional regulation struggles
  • Frequent behavior reports without skill-building plans

Public schools often rely on compliance-based systems due to staffing and class size constraints. In contrast, specialized programs focus on understanding the why behind behaviors and teaching replacement skills, emotional regulation, and communication strategies instead of punishment.

5. An IEP or 504 Plan That Exists on Paper but Not in Practice

IEPs and 504 plans can be valuable tools, but they are not always implemented consistently. Parents often report:

  • Accommodations not being followed daily
  • Teachers rotating too frequently to maintain consistency
  • Goals that are vague or difficult to measure

Specialized private schools are built around these supports from the start. Accommodations are not add-ons, they are embedded into classroom design, pacing, instruction, and expectations.

6. Declining Self-Esteem or Negative Self-Talk About School

The definition of self-esteem in school is linked to how satisfied students feel with themselves and if they are encouraged to feel valuable and worthy of respect. This often occurs through specific and genuine positive feedback on effort rather than outcome. Pay close attention to how your child talks about themselves. Warning signs include:

  • “I’m stupid” or “I’m bad at school”
  • Avoidance of academic tasks they once enjoyed
  • Comparing themselves negatively to peers

When children spend years feeling unsuccessful, it can permanently impact their confidence. Specialized environments prioritize strengths, celebrate progress, and redefine success in ways that allow students to rebuild self-esteem and motivation.

7. Your Child Is Surviving School, Not Growing

Perhaps the clearest sign that your child is struggling in traditional school is that gut feeling that something is off. Your child is technically attending school, but they are not thriving. You may see:

  • Little academic or emotional growth year over year
  • Constant crisis management at home
  • A sense that school takes more than it gives

A specialized school offers a needed reset for kiddos struggling in the classroom. Smaller class sizes, therapeutic supports, and individualized learning plans allow students to grow academically, emotionally, and socially at a pace that fits them.

Public School Support Compared to Specialized Private Schools

Public schools provide valuable services such as IEPs, 504 plans, and access to related services. These supports can be effective for students whose needs can be met within larger classroom environments.

Specialized private schools differ in these key ways:

  • Smaller student-to-teacher ratios
  • Staff trained specifically in neurodivergent learning
  • Integrated academic, behavioral, and emotional support
  • Reduced reliance on punishment and compliance systems

Rather than asking children to fit the system, specialized programs adapt the system to the child.

Choosing the Right School is Advocacy

Switching schools is not the same as giving up. Many times, a switch demonstrates that you are listening to what your child is showing you and responding with care.

At Rockwood Prep, families often arrive feeling exhausted and unsure. Over time, many parents describe seeing their child relax, re-engage with learning, and rediscover confidence they thought was lost.

If you are questioning whether your child’s current school is the right fit, that question itself matters. A different environment may not just support your child’s learning; it may change how they see themselves.

Sometimes the most powerful step forward is choosing a setting designed for who your child already is. If you’re ready to explore new options, ask for a school tour.

Building Confidence in Kids with Learning Differences: 10 Everyday Ways to Protect Self-Esteem

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Ways to build confidence in children with learning disabilities

When your child has ADHD, autism, dyslexia, or another learning difference, you’re not just managing schoolwork you’re watching their self-esteem rise or fall with every homework assignment, grade, and social interaction.

Research has shown that children with learning disorders are at higher risk for low self-esteem, anxiety, and emotional or behavior challenges, especially when they experience repeated academic failure.

The encouraging news is that a supportive environment at home can significantly improve how children see themselves and their future.

At Rockwood Prep in San Tan Valley, we work with students ages 6–16 from across the East Valley (San Tan, Queen Creek, Florence, Mesa, Gilbert, Apache Junction) who learn differently. Our team including ABA therapists, OT, PT, speech therapists, and behavioral support staff sees every day that confidence is just as important as academics.

Below are 10 everyday ways you can protect and build your child’s self-esteem at home to see results at school.

1. Separate the Child from the Challenge

Instead of saying “You’re struggling with reading,” try: “Reading is really hard for your brain right now, but your brain can learn.”

Language matters and kids quickly internalize phrases like “lazy,” “difficult,” or “bad at school.” Reframe those challenges as skills in progress, not fixed traits. Over time, this helps your child see themselves as capable, even if school is hard.

2. Name Their Strengths Often and Out Loud

Children with learning differences hear a lot about what they can’t do. Make it a daily habit to name what they can do. Try phrases like:

  • “You notice details other people miss.”
  • “You’re really kind to younger kids.”
  • “You stick with things even when they’re hard.”

Aim for a 3:1 ratio. That’s three positive comments for every correction. This doesn’t mean that you ignore problem behaviors; it means balancing them with genuine recognition of their strengths.

3. Focus on Effort, Strategy, and Growth

Praise that focuses only on outcomes like “You got an A!” can make kids with learning differences feel like they’re failing when the results don’t match their effort.

Shift your praise toward words that focus on effort, strategy, and growth.

Effort: “You stayed with this for 10 minutes, even when it was frustrating.”

Strategy: “Using the highlighter really helped you find the important parts.”

Growth: “Last month you couldn’t read any of those words, and now you can read five.”

This strategy builds a growth mindset so that children see and believe that their skills can improve as they stick with it.

4. Protect Your Child’s Energy with Reasonable Homework Expectations

For many neurodivergent students, a full school day is already exhausting. By the time homework shows up, their tank is nearly empty. This often leads to meltdowns and resistance to any schoolwork with a deadline.

You can protect your child’s self-esteem by setting a time limit for homework. Twenty to 30 minutes is recommended. Communicate with the teacher so that they know that your child worked hard but didn’t finish the assignment.

You can even ask for modified assignments or fewer homework problems, when needed. It’s also helpful to build in a 10–15-minute decompression window after school giving time for a snack, movement, and quiet time before any thinking tasks.

Don’t be afraid to advocate for your child. Working to the point of meltdown doesn’t build resilience, instead it teaches kids that they’re not enough.

5. Build Predictable Routines with Visual Supports

Kids with ADHD, autism, and learning disabilities often feel like life is happening to them, not with them. That sense of being out of control can erode self-esteem.

Support them with simple visual schedules for mornings, after school, and bedtime. Checklists that support now and next. Start with something like this sequence, grab your backpack, then your water bottle, next add your homework folder and headphones.

Timers can also help show how long a task will last. Routines don’t just reduce chaos they also send a quiet message that your child is capable, and that you believe they can handle anything with the right tools.

6. Let Them Be the Expert in Something

Many students with learning differences experience being “left behind” all day long. Creating a space where they are the expert can be transformational. Here are some ideas:

  • Let your child teach you about their favorite topic (trains, anime, animals, coding, 3D printing, etc.).
  • Ask your child to show a sibling or grandparent how to play a game or use an app.
  • Give your child family jobs that match their strengths (tech helper, plant caretaker, animal feeder, recipe reader).

“When a child is given an assignment that matches their interests and ability it builds confidence more effectively than empty praise.” -Marci Gabriel, CEO, ABA Therapy and Rockwood Preparatory Academy

7. Pair Accommodations with Positive Messaging

School accommodations like audio books, extra time, sensory breaks, or movement seats are not cheating, they are tools. If your child is resistant to accommodations, try using sentences like:

  • “Your brain learns best when you can listen and read at the same time.”
  • “This sensory break helps your brain reset so you can focus again.”
  • “Lots of successful adults use tools, this is just one of yours.”

At Rockwood Prep, we use accommodations every day in combination with direct teaching, ABA strategies, and other therapies. When students see tools as normal and helpful, they’re more likely to advocate for themselves later.

8. Validate Their Feelings Without Jumping to Fix It Mode

When a child says, “I’m dumb” or “Everyone else is better than me,” your instinct might be to immediately correct them: “No you’re not! You’re so smart!” Afterall, it’s difficult to watch your child experience rejection and isolation.

More powerful sequences that you can use to validate, normalize, reframe, and offer hope to your child include:

  1. Validating: “It really feels that way when reading is harder for you than for other kids.”
  2. Normalizing: “Lots of kids with brains like yours feel this way.”
  3. Reframing: “Having dyslexia/ADHD/autism doesn’t mean you’re dumb. It means your brain learns differently.”
  4. Providing Hope: “There are ways to make this easier, and we’re going to keep finding them together.”

FACT: Research suggests that simply understanding their diagnosis and learning profile can improve self-esteem, because kids realize there is an explanation for what is happening and that it is not a character flaw behind their struggles.

9. Create Success Moments Every Single Day

When school is hard, it’s crucial that kids experience success outside of academics. We tell parents to try art, music, or building projects. Many children enjoy cooking, crafts, or hands-on STEM.  Some children respond will to sports adapted to their abilities.

These activities build “I can do things” memories that soften “school is hard” memories. Over time, that balance protects mental health and self-worth.

10. Partner with a School That Sees the Whole Child

A supportive school environment can be one of the strongest protectors of self-esteem for children with learning differences.

We believe that parents are essential partners in their child’s education and self-esteem. Active parental involvement leads to better educational outcomes and much-needed advocacy, especially for neurodivergent learners.

If you’re wondering whether a more specialized environment might help your child’s confidence, you’re not alone. Many families reach out when they’re simply tired of watching their child feel like they are failing. Please contact us at 480-256-2678 to get answers to your questions or to schedule a tour. Even one conversation can help you feel less alone and more equipped to support your child’s self-esteem.

Dyslexia in the Classroom: Latest Reading Research and Simple Strategies that Help

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Latest dyslexia research

If your child struggles with reading, you’re probably worried about more than grades. You may be watching their confidence dip, see homework battles increase, and face anxiety that is attached to anything involving books or writing. This article will summarize what current research says about effective reading instruction for dyslexia and will offer you simple, practical strategies that can be used at home to support what’s happening in the classroom.

We define dyslexia as a language-based learning disorder that affects how the brain processes written words. It often shows up as difficulty with accurate word reading, decoding (sounding out words), and spelling, even when a child is bright and trying hard.

Three Levels of Dyslexia

Mild dyslexia may not be noticeable until a child starts school and struggles with reading and writing. Signs of mild dyslexia in preschool and elementary-aged children may include:

  • difficulty pronouncing words
  • trouble rhyming
  • difficulty learning the alphabet
  • include slow or inaccurate reading
  • poor spelling
  • difficulty with phonemic awareness.

 In middle and high school-aged children, signs may include difficulty with grammar, comprehension, and expressing thoughts in writing.

We now know much more about what helps students with dyslexia learn to read. The challenge is sorting solid, research-backed approaches from quick fixes that sound appealing but generally don’t work.

What the Research Says: Effective Reading Instruction for Dyslexia

Over the last two decades, large bodies of research, often referred to as the science of reading, have converged on this consistent message. Students with dyslexia need explicit, systematic, structured teaching of how spoken sounds connect to written letters and patterns.

Several organizations, including the International Dyslexia Association, describe this as Structured Literacy. Structured Literacy programs are:

  • Explicit: Skills are taught directly (This is the sound /sh/. Here’s how we spell it.).
  • Systematic and sequential: Concepts are introduced in a planned order and reviewed over time.
  • Diagnostic and responsive: Instruction is adjusted based on what the student can and can’t yet do.
  • Multisensory: Students engage eyes, ears, voice, and hands (saying the sound, tracing letters, building words).

Research has also shown that: systematic phonics instruction significantly improves word reading and spelling compared to approaches that rely mostly on guessing from pictures or context. 

Decodable texts (books where most words follow the phonics patterns a child has already learned) give dyslexic students a chance to practice new skills successfully, which improves both reading accuracy and confidence.

TIP: There is no scientific evidence that vision therapy, colored lenses, or eye exercises cure dyslexia; major medical and eye-care organizations emphasize that dyslexia is a language-based difference, not a problem with eyesight.

Early identification and intervention, even before third grade, lead to better long-term reading outcomes. How early is “early?” The time to provide early intervention should occur while a child’s brain is still “plastic” (neuroplasticity) and changeable. The magic number is anywhere from 2 to 3 years old.

At Rockwood Prep, we align classroom reading instruction with these principles so that students with dyslexia are not just “getting by” they’re receiving the kind of teaching research says they need.

How Dyslexia Affects Kids Emotionally

Dyslexia isn’t just an academic issue. Studies consistently show that students with dyslexia are more likely to experience low self-esteem, anxiety, and social stress, especially when they feel they’re constantly behind their peers.

That’s why it’s so important to combine effective instruction with emotional support at school and at home.

Simple, Research-Aligned Strategies Parents Can Use at Home

You don’t need to become a reading specialist to help your child. A few targeted habits can reinforce what’s happening in the classroom and help reading feel less scary.

Below are practical ideas that work well for elementary and middle-school students.

Create a Short, Predictable Reading Routine: Rather than long, stressful sessions, aim for 10–15 minutes of focused practice most days.

Warm-up: Make a quick review of known sounds or word patterns (e.g., “ai,” “ee,” “sh,” “th”) before diving into reading text. You can also make simple flash cards or use a whiteboard.

Decodable text practice: Read a short decodable book or passage that matches what your child is learning at school (for example, texts that focus on short vowels or specific patterns like “ch” or “igh”).

Celebrate one new thing they did well: “I noticed you sounded out that tricky word all by yourself.” “You kept going, even when the words were long.” Keep it short enough that your child finishes feeling successful, not drained.

Use Multisensory Practice for Spelling and Phonics

Multisensory doesn’t have to be complicated. It simply means engaging multiple senses at once like seeing, saying, hearing, and moving. Try these ideas:

  • Sky writing: Have your child say the sound while “writing” the letter pattern in the air with a big arm movement.
  • Sand or shaving cream writing: Trace words or patterns with a finger while saying the sound.
  • Sound boxes (Elkonin boxes): Draw 3–4 boxes, say a word (“ship”), and have your child push a counter into a box for each sound /sh/ /ĭ/ /p/, then write the spelling.

These methods support the brain’s memory for sound–symbol connections, which is exactly what structured literacy tries to build.

Pair Audio with Print (Without Replacing Reading Practice)

Audio books, text-to-speech, and read-alouds are powerful tools, but they should support, not replace, direct reading instruction. Good uses of audio include listening to a book while following along with the printed text.

Using text-to-speech for long assignments so your child can access grade-level content without spending all their energy decoding. Enjoying stories above their independent reading level to keep their love of stories alive.

This approach protects comprehension and enjoyment while classroom interventions target decoding and fluency.

Preview Key Vocabulary Before Schoolwork

Before your child reads a passage for homework try skimming for 3–5 key words that look challenging. Next, say them out loud together, break them into syllables, and talk briefly about what they mean. Then, when the words show up in the text, remind your child, “Hey, we practiced that one.”

A quick preview reduces the number of mystery words they encounter, which lowers frustration and increases understanding.

Make Errors “Information,” Not Failure

When your child misreads a word, it’s easy for them to feel embarrassed or shut down. Instead of, “No, that’s wrong,” try:

  • “Let’s check that one again together.”
  • “What sound does this part make?” (Point to the tricky pattern.)
  • “You read ‘horse’—look at the middle vowel. Try it with the short /o/ sound.”

This shifts mistakes from the thought that they really can’t read proof to the idea that there are clues about what their brain needs to practice reading.

Coordinate with Your Child’s School

Ask your child’s teacher or case manager questions like these: “What reading program or approach are you using?” “What phonics patterns or skills are you working on this month?” “Can you recommend decodable texts or passages that match what you’re teaching?”

If your child attends Rockwood Prep, you can also talk with our reading specialists, ABA therapists, and other therapy professionals about how to reinforce specific skills at home. When school and home use a similar structured approach, progress tends to accelerate.

Protect TheiBecause dyslexia can lead to repeated failure experiences, many students begin to say things like: “I hate reading.” “I’m just stupid.” “Everyone else is better than me.”

Research suggests that supporting self-esteem and emotional well-being is just as important as academic remediation for long-term outcomes.

You can help by talking openly about dyslexia as a brain-based difference, not a character flaw. Sharing stories and studying the loves of successful dyslexic adults (entrepreneurs, artists, scientists) is another helpful strategy.

Emphasize that using tools like audio books, extra time, and technology are normal and smart.

How Rockwood Prep Supports Students with Dyslexia

At Rockwood Prep, we use structured, explicit, multisensory reading instruction aligned with the science of reading. And, if needed we also collaborate with speech therapy, occupational therapy, ABA therapists, and a social–behavior support team to address both the language and emotional sides of dyslexia.

We believe that smaller class settings where students can ask for help without feeling exposed can build daily routines that protect energy and help students experience real success.

Families from San Tan Valley, Queen Creek, Florence, Mesa, Gilbert, Apache Junction, and surrounding East Valley communities often contact us after trying multiple interventions in traditional settings without seeing the progress their child needs.

If you’re wondering whether your child’s current school environment is truly meeting their needs, it’s okay to ask questions and explore options. You’re welcome to contact Rockwood Prep to learn more about our approach or to schedule a tour.

Even if you’re not ready to make a change yet, understanding what’s possible can make the journey with dyslexia feel less overwhelming.

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