Getting Diagnosed

Receiving a dyslexia diagnosis can be a powerful and validating step. Many individuals with dyslexia struggle for years without understanding why reading and writing feel more difficult for them. A diagnosis helps explain these challenges and shifts the focus away from blame or self-doubt.

Diagnosis is important because it opens the door to targeted instruction, appropriate accommodations, and legal protections in educational settings. It also helps families, educators, and students better understand how dyslexia affects learning and how to work with it effectively.

Most importantly, a diagnosis reinforces that dyslexia is not a lack of intelligence or effort, but a neurological learning difference.

Dyslexia can present differently depending on age, environment, and the level of support an individual has received. While no two people with dyslexia are exactly alike, there are common patterns that may indicate the need for further evaluation. These signs often persist despite effort, practice, and appropriate instruction.

Children May:

• Struggle to learn letter sounds or connect letters to their corresponding sounds, making early reading development difficult.

• Read slowly, inaccurately, or rely heavily on guessing words rather than sounding them out.

• Avoid reading aloud in class due to embarrassment or fear of making mistakes.

• Have difficulty spelling, even common or familiar words, and may spell the same word differently within the same piece of writing.

• Confuse letters or words that look similar, particularly when reading under pressure or fatigue.

• Show frustration or resistance toward reading-related activities despite trying hard to succeed.

Teens and Adults May:

• Read accurately but at a noticeably slower pace than peers, often requiring extra time to complete assignments or exams.

• Avoid reading-intensive tasks or careers, even when they are capable in other areas.

• Struggle with spelling, written expression, or organizing thoughts on paper.

• Experience difficulty taking notes while listening or keeping up with written information.

• Feel anxiety, low confidence, or frustration related to reading, school, or work performance.

• Develop strong coping strategies that may mask dyslexia but increase mental fatigue over time.

Having one or more of these signs does not automatically mean someone has dyslexia. However, when these challenges are consistent and interfere with learning or daily tasks, they may indicate the need for a comprehensive evaluation by a qualified professional.

Step 1: Referral or Concern
Concerns may be raised by a parent, teacher, or the individual themselves. This often happens after ongoing reading difficulties are noticed despite effort and instruction.

Step 2: Comprehensive Evaluation
A trained professional, such as a psychologist or certified reading specialist, conducts assessments that measure reading skills, phonological processing, and language abilities.

Step 3: Review of Results
The evaluator reviews test results and determines whether the individual meets the criteria for dyslexia. Strengths and areas of need are identified.

Step 4: Recommendations and Support
If dyslexia is identified, recommendations may include structured literacy instruction, accommodations, or further support services.

A dyslexia diagnosis is not the end of the journey — it is the beginning of informed support. After diagnosis, individuals can access evidence-based instruction, classroom accommodations, and tools that reduce barriers to learning.

Equally important, diagnosis can help build confidence. Understanding how the brain learns differently empowers individuals to advocate for themselves and use strategies that work best for them.