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.
