How to Talk to Your Child's School About Dyslexia

Bringing up concerns about dyslexia with your child's school can feel intimidating. You might worry about overreacting, being dismissed, or not knowing the right words to use. This guide will help you approach the conversation with confidence, know your rights, and get the support your child deserves.

When to Bring It Up

You do not need to wait for a formal diagnosis to talk to your child's school. If you are noticing any of the following patterns, it is worth starting the conversation:

• Your child is significantly behind peers in reading
• They struggle to sound out unfamiliar words or avoid reading aloud
• They confuse similar-looking letters or words frequently
• Reading homework takes much longer than it should
• They are bright and capable in conversation but struggle with written work
• A teacher has mentioned concerns about reading progress

Trust your instincts. You know your child better than anyone. If something feels off, it is better to raise it early. Early identification leads to better outcomes.

Who to Talk To

The right person depends on your school and where you are in the process:

• Classroom teacher (start here): They see your child's daily reading performance and can share observations, work samples, and data on how your child compares to grade-level benchmarks.
• Reading specialist or literacy coach: If your school has one, they can provide more specific insight into your child's reading skills and whether targeted support is needed.
• School psychologist: This is the person who typically conducts or coordinates learning disability evaluations within the school.
• Special education coordinator: If you want to formally request an evaluation, this is the person to contact. In some schools, the principal handles this role.
• Principal: If you are not getting traction through other channels, or if you need to escalate a concern.

What to Say

You do not need to use clinical language or prove that your child has dyslexia. Your job is to share your concerns clearly and specifically. Here are some phrases that work well:

• "I have been noticing that [child's name] is struggling with reading in ways that seem unusual for their age. I would like to discuss what we are seeing and explore whether an evaluation might be helpful."
• "I am concerned about the gap between [child's name]'s verbal abilities and their reading performance. Can you share what you are seeing in the classroom?"
• "I have been reading about signs of dyslexia, and several of them match what I observe at home. I would like to request a comprehensive evaluation."

Keep the tone collaborative. Teachers and schools are generally allies, even when the system moves slowly. Approaching the conversation as "how can we work together to help my child" is more productive than an adversarial stance.

Put Your Request in Writing

This is the most important step. A verbal request is easy to overlook or forget. A written request creates a formal record and, under IDEA, starts a legal timeline for the school to respond.

Here is a template you can adapt:

Send this letter via email (so you have a timestamp) and consider also providing a printed copy. Keep copies of everything.

Your Rights Under IDEA

The Individuals with Disabilities Education Act gives parents specific, enforceable rights. Here are the ones most relevant to requesting a dyslexia evaluation:

• Right to request an evaluation: Any parent can request a free comprehensive evaluation for a suspected learning disability. The school cannot charge you for this.
• Right to a timely response: Most states require the school to respond to your request within 15 school days and complete the evaluation within 60 calendar days (though timelines vary by state).
• Right to Prior Written Notice: If the school refuses to evaluate, they must explain why in writing.
• Right to an Independent Educational Evaluation (IEE): If you disagree with the school's evaluation results, you can request an independent evaluation at the school district's expense.
• Right to participate: You are a member of any team that makes decisions about your child's eligibility and services.

For details on what laws apply in your area, see our state-by-state dyslexia resources guide.

What to Do If the School Pushes Back

Sometimes schools are hesitant to evaluate. They may suggest waiting, say your child "is not far enough behind," or recommend more classroom intervention first. Here is how to handle common responses:

• "Let's wait and see." You can acknowledge this but still insist on your right to an evaluation. Research shows that early intervention is far more effective than waiting. You can say: "I understand your perspective, but I am formally requesting an evaluation. I believe the concerns warrant assessment."
• "Your child needs to go through RTI first." Response to Intervention (RTI) is a process where schools provide tiered supports. However, under IDEA, RTI cannot be used to delay or deny a parent's request for evaluation. Both can happen simultaneously.
• "Your child is doing fine academically." A child can be performing at or near grade level and still have dyslexia, especially if they are bright and compensating. The evaluation should look at processing skills, not just grades.

After the Evaluation

Once the evaluation is complete, the school will schedule a meeting to review the results and determine eligibility for services. Come prepared with questions, and remember that you are an equal member of the team. If your child qualifies, the team will develop an IEP or 504 Plan with specific accommodations and goals.

For a detailed guide on what happens next, see our article on what to do after a dyslexia diagnosis. And for an overview of evaluation costs if you are considering a private assessment alongside the school process, we have a comparison guide for that too.