Understanding Dyslexia

Dyslexia is often recognized for the challenges it presents, but it is only one part of a student's story. While every learner is unique, many individuals with dyslexia demonstrate strengths in:

• Creative thinking and innovation
• Problem-solving and critical thinking
• Big-picture thinking and making connections
• Curiosity and imagination
• Resilience and perseverance
• Strong verbal communication and storytelling
• Empathy and interpersonal skills

Many accomplished individuals have publicly shared that they have dyslexia, including Steven Spielberg, Tom Holland, Salma Hayek, Dav Pilkey, Octavia Spencer, and Gavin Newsom. Their achievements are a reminder that dyslexia does not define what someone can accomplish. In fact, many credit their dyslexia with helping them develop unique perspectives, creative approaches to problem-solving, and the perseverance that contributed to their success. 

Qualities of an HRS Graduate

Language-based learning differences (LBLDs) affect how students understand, process, and use spoken and written language. Dyslexia is the most well known, but other language-based learning differences include:

• Dysgraphia - difficulty with handwriting, spelling, and expressing ideas in writing.
• Dyscalculia - difficulty understanding numbers, math concepts, and mathematical reasoning.
• Auditory Processing Disorder (APD) - difficulty processing and interpreting spoken language, especially in noisy environments.
• Expressive and receptive language disorders - difficulty understanding spoken language, expressing thoughts clearly, or both.
• Specific Learning Disability (SLD) - an educational eligibility category that parents often see on an IEP or school evaluation. It describes a student's eligibility for special education services and may include difficulties with reading, writing, math, listening, or speaking.

Many students have more than one language-based learning difference, and every student's learning profile is unique.

Researchers do not know the exact cause of dyslexia, but it is understood to result from a combination of genetic, neurobiological, and environmental influences that interact throughout development. Dyslexia often runs in families and is present from birth.

Dyslexia is not caused by poor teaching, a lack of motivation, or a child's effort. It affects children from all backgrounds, and with effective instruction and support, students with dyslexia can develop strong literacy skills.

Every child develops at their own pace, but some early patterns in language and literacy development may be signs of dyslexia. These include:

• Difficulty learning nursery rhymes or rhyming words.
• Trouble recognizing or naming letters.
• Difficulty learning the sounds letters make.
• Delayed speech or difficulty pronouncing words.
• Difficulty remembering the names of colors, shapes, letters, or numbers.
• Trouble following multi-step directions.
• Difficulty learning the alphabet or remembering the days of the week.
• A family history of dyslexia or other language-based learning differences.

Early signs do not necessarily mean a child has dyslexia, but they may warrant closer observation. If you have concerns about your child's development, talk with your child's teacher, pediatrician, or another qualified professional about whether additional screening or evaluation would be appropriate.

Screenings Available at HRS

HRS Preschool (Ages 3-4)

You may notice your child:

• Avoids reading or says they "hate reading."
• Reads slowly, guesses at words, or struggles to sound out unfamiliar words.
• Has difficulty remembering letter sounds, sight words, or spelling patterns.
• Makes their letters and numbers inconsistently or has difficulty remembering how to write them.
• Spells the same word differently within the same piece of writing.
• Understands stories when they're read aloud but struggles to read them independently.
• Has great ideas when speaking but struggles to organize those ideas in writing.
• Needs much longer than expected to complete reading or writing assignments.
• Becomes frustrated, anxious, or tired during reading and writing tasks.
• Works incredibly hard but continues to struggle with reading, writing, or spelling.
• Says things like, "I'm just bad at reading," or "I'm not smart."

If these characteristics sound familiar, consider talking with your child's teacher, pediatrician, or another trusted professional. They can help determine whether a comprehensive evaluation is appropriate and discuss the instructional supports that may benefit your child.

If your child is working hard but continues to struggle with reading, writing, or spelling, it may be time to consider a dyslexia evaluation. You don't have to wait for your child to fall significantly behind before seeking answers. A comprehensive evaluation can help identify your child's strengths and learning needs and guide the next steps in supporting their learning.

There are several ways to better understand your child's learning needs. While a private evaluation is the only way to receive a formal diagnosis of dyslexia, school-based evaluations and dyslexia screeners can also provide valuable information about your child's academic skills and help determine whether additional assessment or support is needed.

Private Evaluation (Formal Diagnosis)

A comprehensive evaluation conducted by a licensed psychologist or neuropsychologist is the only way to receive a formal diagnosis of dyslexia. These evaluations assess reading, writing, language, cognitive, and academic skills to develop a detailed understanding of your child's learning profile and provide recommendations for instruction and support.

Public School Evaluation (IEP Evaluation)

If your child attends a public school, you can request a comprehensive special education evaluation. The purpose of this evaluation is to determine whether your child qualifies for services under an Individualized Education Program (IEP) or Section 504 Plan. While these evaluations do not typically provide a medical or clinical diagnosis of dyslexia, they can identify learning needs and determine eligibility for school-based supports.

Literacy Screener

A literacy screener is a brief assessment that identifies whether a child may be at risk for dyslexia. Screeners do not provide a diagnosis, but they can help determine whether a comprehensive evaluation is recommended.

Screenings Available at HRS

About Evaluations

Students with dyslexia learn most effectively through structured literacy - an explicit, systematic, and multisensory approach to reading and writing instruction. Rather than expecting students to discover patterns on their own, structured literacy teaches the building blocks of language in a clear, sequential way, with each new skill building on those that came before. Frequent practice and review help students strengthen and apply their learning over time.

Our School's Educational Approach

A dyslexia diagnosis can bring a mix of emotions - relief, uncertainty, hope, and many questions. While every family's journey is different, a diagnosis is often the first step toward understanding how your child learns and what support will help them succeed.

Consider these next steps:

• Learn about your child's strengths and areas of need.
• Share the diagnosis with your child in a positive, age-appropriate way. Understanding how they learn can build confidence, self-awareness, and self-advocacy.
• Talk with your child's school about instructional supports, accommodations, or services that may be appropriate.
• Seek evidence-based, structured literacy instruction from professionals trained to work with students with dyslexia.
• Connect with other families, educators, or organizations that can provide guidance and support.

Structured Literacy Tutoring at HRS

HRS School Program (Grades 1-8)

Books about Dyslexia and Other Resources

About Accommodations

Every child is different, but a specialized school may be worth considering if your child continues to struggle despite receiving appropriate instruction, intervention, or tutoring or if your child is losing confidence or enjoyment at school. A specialized school can provide an environment where evidence-based instruction, small class sizes, and a community of peers with similar learning profiles are part of the entire school day - not just an hour of intervention.

Families often begin exploring a specialized school when their child:

• Continues to struggle with reading, writing, or spelling despite intervention.
• Is making some progress with intervention, but would benefit from more regular and consistent literacy support.
• Is spending a significant amount of time on homework or tutoring with limited progress.
• Is becoming frustrated or anxious about the school day.
• Would benefit from learning alongside peers with similar learning profiles.

Our School's Approach

Why Choose HRS

You don't need to wait for your child to fall behind before identifying the support they may need. A child may be meeting academic expectations while spending significantly more time and effort on reading, writing, homework, or studying than their peers.

Signs that additional support may be helpful include needing extensive help with homework, taking much longer than expected to complete assignments, avoiding reading or writing, or becoming frustrated or exhausted by schoolwork.

If there is a consistent gap between your child's effort and their progress, additional support can help strengthen literacy skills and make the school day less taxing. This might mean tutoring to help reading and writing become more automatic and less effortful, or a school environment where instruction throughout the day is intentionally designed for students with dyslexia and other language-based learning differences. Your child's current school can also be an important resource for understanding what additional instruction, interventions, or accommodations may be available.

Learning Center: Tutoring, Parent Resources & More

HRS School Program (Grades 1-8)