What to Do After a Dyslexia Diagnosis: A Parent's Action Plan

Getting a dyslexia diagnosis for your child can bring a mix of emotions: relief that there is an explanation, worry about what it means, and uncertainty about what to do next. The good news is that dyslexia is one of the most researched and well-understood learning differences. There are clear, evidence-based steps you can take.

This guide walks you through what to do, in practical order, from the day you receive the report.

The evaluation report may be 10 to 30 pages long and full of unfamiliar terms. Here is what to focus on:

• Diagnosis section: Confirms whether dyslexia (or a specific learning disability in reading) was identified and what subtype, if specified
• Scores and percentiles: Look for where your child falls compared to peers in areas like phonological awareness, decoding, reading fluency, and comprehension
• Strengths: A good report also highlights what your child does well, such as vocabulary, reasoning, or creativity
• Recommendations: This is the most actionable part. It should include specific suggestions for school accommodations and intervention approaches

If anything in the report is unclear, schedule a follow-up with the evaluator. Most psychologists and educational specialists will walk you through the findings in a feedback session.

Children with dyslexia often already know that reading is harder for them than for their classmates. A diagnosis can actually be a source of relief. Here are some guidelines for the conversation:

• Keep it simple and positive. "Your brain works differently when it comes to reading. It does not mean you are not smart. It means we know exactly how to help you now."
• Emphasize that it is common. Dyslexia is estimated to affect 5 to 15 percent of the population. Many successful people, including entrepreneurs, artists, and scientists, are dyslexic.
• Separate reading ability from intelligence. Children with dyslexia often internalize the belief that they are "dumb." Make it clear that dyslexia has nothing to do with intelligence.
• Focus on the plan. Kids feel safer when they know there is a next step. Let them know you are going to work with their school to get help.

With a formal diagnosis, your child is eligible for accommodations at school. There are two main pathways:

IEP (Individualized Education Program)

An IEP is a legally binding document under IDEA (Individuals with Disabilities Education Act). It provides specialized instruction and measurable goals. To qualify, your child must have a disability that affects their educational performance and require specially designed instruction.

504 Plan

A 504 Plan under Section 504 of the Rehabilitation Act provides accommodations but not specialized instruction. It has a broader eligibility standard. Common 504 accommodations for dyslexia include extra time on tests, audiobooks, reduced written assignments, preferential seating, and access to assistive technology.

For detailed guidance on navigating this process, see our article on how to talk to your child's school about dyslexia.

Common accommodations to request:

• Extended time on tests and assignments
• Access to audiobooks and text-to-speech software
• Permission to use a computer for written work
• Modified spelling expectations
• Copies of class notes or a note-taking buddy
• Oral testing options when appropriate
• Reduced copying from the board

Accommodations help your child manage in the classroom, but structured reading intervention is what actually builds their reading skills. Research supports several approaches:

Orton-Gillingham (OG)

The gold standard for dyslexia intervention. OG is a structured, multisensory approach that explicitly teaches the connections between letters and sounds. It is typically delivered one-on-one or in small groups by a trained tutor. Many derivative programs are based on OG principles.

Wilson Reading System

A structured literacy program based on Orton-Gillingham principles. It is widely used in schools and by private tutors. Wilson offers programs for different age groups and severity levels.

Lindamood-Bell

A set of programs that target different aspects of reading: Seeing Stars (for symbol imagery and sight word recognition), Visualizing and Verbalizing (for comprehension), and Lips (for phonemic awareness).

Barton Reading and Spelling System

An Orton-Gillingham-based program designed so that parents and tutors without specialized training can deliver effective instruction at home.

Home is where your child can build confidence and develop a positive relationship with reading. Here are strategies that research and parent experience support:

• Read aloud together. Even older children benefit from hearing books read aloud. It builds vocabulary, comprehension, and a love of stories, all without the stress of decoding.
• Use audiobooks. Audiobooks and apps like Learning Ally give your child access to grade-level content and the joy of stories while their reading skills catch up.
• Practice in small doses. Short, consistent practice (10 to 15 minutes daily) is more effective than long, exhausting sessions.
• Celebrate effort, not just results. Acknowledge hard work and progress, even when it is slow. "You really stuck with that tough word" matters more than "you read that perfectly."
• Leverage strengths. If your child loves science, history, or art, find content in those areas. Motivation is a powerful driver of reading practice.
• Assistive technology. Tools like text-to-speech (built into most devices), speech-to-text, and reading apps with adjustable fonts and spacing can reduce frustration.

You do not have to navigate this alone. Consider connecting with:

• Your child's teachers: Share relevant parts of the evaluation report and maintain open communication about what is working and what is not
• The school's reading specialist: They may be able to provide targeted instruction within the school day
• A private tutor: If your school's intervention is limited, a trained dyslexia tutor can supplement their learning
• Parent support groups: Organizations like the International Dyslexia Association have local branches with parent networks, workshops, and resources
• Your pediatrician: Especially if you have concerns about co-occurring conditions like ADHD or anxiety, which are more common in children with dyslexia

Looking Ahead

Dyslexia does not go away, but with the right support, children with dyslexia learn to read, succeed academically, and thrive. The earlier and more consistently intervention begins, the better the outcomes. Most importantly, your child needs to know that dyslexia is not a measure of their intelligence or potential.

The fact that you are reading this article means you are already advocating for your child. That advocacy is the single most important factor in their success.