Blog Hero Image

One-on-One Tutoring

Reading Disability, Not Dyslexia? What That Means | Learnability

by

My Child Was Told It's a "Reading Disability," Not Dyslexia — Does the Support Look Different?

If you've spent time researching the difference between a reading disability and dyslexia, you've probably come away with a decent understanding of the terminology. But there's a practical question that often doesn't get answered alongside the definitions: if your child's evaluation used one term rather than the other, does that actually change what kind of help they need? This is the part that matters most once you're past the terminology and into deciding what to do next.

A Quick Recap of the Distinction

"Reading disability" is a broader, umbrella term for significant difficulty with reading, from any underlying cause. Dyslexia is a specific type of reading disability with a particular profile, typically involving difficulty with phonological processing — the ability to work with the sounds within words — despite otherwise normal intelligence. In practice, the terms overlap heavily, and dyslexia is by far the most common cause of a reading disability diagnosis, but they're not automatically interchangeable.

Does the Label Actually Change the Support Your Child Needs?

Mostly, no — and this is the important, practical point. What determines the right kind of support isn't really which specific label was used, it's the specific pattern of skills involved: how a child decodes, how they spell, whether comprehension is affected, and how severe the difficulty is. Two children, one labeled "dyslexia" and one labeled more generally as a "reading disability," may end up needing very similar structured, explicit reading instruction if their underlying skill profiles look alike.

When the Distinction Does Matter

  • For school documentation and IEP eligibility — the specific terminology used in an evaluation can matter for how a school categorizes and documents a child's needs
  • For understanding the likely underlying cause — a dyslexia-specific diagnosis points more clearly toward phonological processing as the core issue, which can help focus instruction from the start
  • For family history and future planning — dyslexia has a stronger known genetic component, which can be relevant information for siblings or future assessments

Signs and Symptoms Parents May Notice, Regardless of Label

  • Difficulty decoding unfamiliar words, or reading much more slowly than classmates
  • Persistent spelling struggles despite regular practice
  • Avoidance of reading tasks or visible frustration around them
  • A gap between verbal ability and reading or writing performance

These signs are relevant whichever specific term ends up on an evaluation report.

How Parents Can Understand Their Child's Needs

Rather than focusing heavily on which exact label was used, it helps to ask your evaluator directly what specific skills were tested and where the difficulty actually shows up — decoding, spelling, fluency, comprehension, or some combination. That specific breakdown is what should actually guide the next step, more than the terminology itself.

Common Problems and Possible Solutions

A common source of confusion is assuming that a "reading disability" diagnosis without the word "dyslexia" attached means the difficulty is somehow less serious, or needs less intensive support. This isn't necessarily true. The right response is based on the severity and specific pattern of the reading difficulty, not the label alone. For most reading disabilities, including dyslexia specifically, a structured, explicit approach such as our Reading Intervention Program addresses the underlying skill gaps directly.

What Parents Can Do at Home

  • Ask for the specific skill breakdown behind any evaluation report, not just the summary label
  • Avoid assuming a less familiar term means a less serious difficulty
  • Focus conversations with specialists and teachers on the specific skills involved, rather than the terminology alone
  • Keep records of evaluation results, since these can matter for future school or support decisions

What Kind of Professional Support May Help?

Whether the term used was "dyslexia" or "reading disability" more broadly, the right kind of support is generally determined by the specific skill profile involved. Structured, explicit approaches like Orton-Gillingham-based instruction tend to help across this whole category of difficulty, though the right starting point should still be based on an individual assessment rather than the label alone.

How Long Can Improvement Take?

This depends on the severity of the underlying difficulty and how consistently support is delivered, not on which specific term was used in an evaluation. Many families see meaningful progress within the first few months of consistent, targeted instruction, though the full timeline varies by child.

How The Learnability Can Help

At The Learnability, we focus on the specific skill profile behind a reading difficulty, not just the label attached to it. Whether your child's evaluation used the term dyslexia or a broader reading disability classification, we build a plan around what the assessment actually shows. If you're unsure what your child's evaluation results mean for next steps, reach out to us to talk it through.

About The Learnability and Founder Laila Madhani

The Learnability was founded by Laila Madhani, who leads our approach to individualized, evidence-informed learning support for children and families. You can learn more about our story and approach on our About Us page.

Frequently Asked Questions

Is a reading disability diagnosis less serious than a dyslexia diagnosis?
Not necessarily. Severity depends on the specific skill profile involved, not which term was used.

Why did the evaluation use "reading disability" instead of "dyslexia" specifically?
This can depend on the specific evaluator, the tools used, and how strictly the phonological-processing criteria for dyslexia were applied. It's worth asking your evaluator directly.

Does the specific term affect IEP eligibility?
It can, depending on your school district's specific criteria. It's worth clarifying this directly with your school if pursuing an IEP.

Should I get a second opinion if I'm unsure about the terminology used?
If you want more clarity on the specific skill profile behind the label, a second assessment can help, particularly if it comes with a clear, detailed breakdown.

Does treatment differ based on which term was used?
Generally, treatment is based on the specific pattern of skills affected, not the terminology alone.

Conclusion and Next Step

Whichever specific term appeared on your child's evaluation, what matters most is understanding the actual skill profile behind it and getting the right kind of targeted support. Contact The Learnability to talk through your child's results and the right next step.

Connect With The Learnability: Facebook | LinkedIn | Leave us a Google review

Bridges from “Attributes of Students with Learning Disabilities

by

Reading through a list of common attributes of students with learning disabilities can be a strange experience for a parent. Part relief — finally, some of this makes sense — and part overwhelm, because now what? Recognizing the pattern is genuinely useful, but it's only the first half of the picture. The second half is figuring out what kind of support actually matches what you've noticed, rather than just knowing a label exists for it.

Why Noticing the Pattern Isn't the Same as Knowing the Solution

Learning disabilities show up differently depending on which specific skills are affected — reading, writing, math, memory, attention, language. Two children can both technically fit under the same broad category and still need very different kinds of support. This is exactly why a general list of attributes, while useful for recognition, isn't enough on its own to point toward the right next step.

Matching Common Attributes to What Actually Helps

  • Difficulty with reading and writing, including decoding or spelling — this often points toward structured, explicit reading instruction, such as a targeted Reading Intervention Program
  • Trouble following multi-step instructions or poor memory for what was just taught — this can point toward a language processing difference, which benefits from direct instruction in organizing and retaining spoken information
  • Problems with attention and focus, especially in busy environments — this may point toward ADHD-informed instructional approaches rather than a reading-specific program alone
  • Trouble with organization and slow processing speed across tasks — this often calls for broader, individualized academic support rather than a single-subject fix

None of this replaces a proper evaluation, but it can help you have a more specific, useful conversation once you seek one out.

Signs and Symptoms Worth Bringing to a Conversation

  • Which specific attributes from a list like this genuinely sound like your child, versus which don't apply
  • How long these patterns have been present, and whether they've changed recently
  • Whether the struggle shows up in one area (like reading) or across several (reading, attention, and organization together)
  • What's already been tried, and what happened when it was

How Parents Can Understand Their Child's Needs

The most useful next step after recognizing a pattern of attributes is usually a proper learning disability evaluation. This goes beyond a general checklist to look specifically at reading, writing, math, memory, processing speed, attention, and language skills together, giving you a much clearer picture of exactly what's going on rather than a broad category.

Common Problems and Possible Solutions

A common mistake is assuming that recognizing "a learning disability" means any general tutoring or support will do. In practice, the specific combination of attributes your child shows points toward a fairly specific kind of help. A child whose main struggle is decoding needs something different from a child whose main struggle is organization and processing speed, even if both technically fall under the same broad umbrella term.

What Parents Can Do at Home

  • Keep a simple, specific log of what you're noticing, rather than relying on memory when it's time to discuss it with a specialist or teacher
  • Avoid assuming every attribute on a list applies — focus on the ones that genuinely match your child
  • Ask your child's teacher whether they've noticed similar patterns at school, since home and classroom behavior can differ
  • Resist the urge to try several different types of support at once before getting a clear picture, since that can make it hard to tell what's actually helping

What Kind of Professional Support May Help?

Depending on what an evaluation reveals, the right next step might be a specific reading program, broader Special Needs Tutor support, or a combination tailored to your child's particular profile. The point of an evaluation is to move from "some of these attributes sound familiar" to "here's specifically what will help."

How Long Can Improvement Take?

This depends entirely on which specific attributes are present and how they're addressed. A narrowly defined difficulty, like decoding, may show measurable progress within a few months of targeted instruction. Broader profiles involving several overlapping attributes may take longer to fully address, since more than one skill area needs building at once.

How The Learnability Can Help

At The Learnability, we don't stop at recognizing that a learning difference exists — we look specifically at which attributes are present and build a plan matched to that exact combination. Every evaluation and program is one-on-one, so the plan reflects your child, not a generic category. If you've recognized some of these attributes and aren't sure what to do next, reach out to us to talk it through.

About The Learnability and Founder Laila Madhani

The Learnability was founded by Laila Madhani, who leads our approach to individualized, evidence-informed learning support for children and families. You can learn more about our story and approach on our About Us page.

Frequently Asked Questions

My child shows several attributes from different categories — is that normal?
Yes, it's common for more than one area to be affected at once, which is exactly why a full evaluation is more useful than a checklist alone.

Does recognizing these attributes mean my child definitely has a learning disability?
Not necessarily. These are signs worth exploring further, not a diagnosis on their own.

Do I need a diagnosis before seeking support?
No. An evaluation can guide next steps even without a prior formal diagnosis in hand.

Should I go through the school first, or seek an outside evaluation?
You can do either, or both. An outside evaluation doesn't require going through the school first.

Can this kind of evaluation be done online?
Yes, evaluations and the resulting support can be delivered effectively online, one-on-one.

Conclusion and Next Step

Recognizing the pattern is a real, important first step. Turning that recognition into the right kind of help is the part that actually changes things for your child. Contact The Learnability to talk through what you've noticed and find the right next step.

Connect With The Learnability: Facebook | LinkedIn | Leave us a Google review

Orton-Gillingham Works — So What Happens Next? | Learnability

by

If you've done your homework on Orton-Gillingham, you've probably already found the research showing it works, particularly for children with dyslexia. That's the reassuring part. But knowing an approach is backed by evidence doesn't tell you much about what it's actually like day to day, or how you're supposed to know it's working for your specific child once you've started. This is the part that usually doesn't get covered.

What Starting Actually Looks Like

Orton-Gillingham instruction typically begins with an assessment, not a lesson. This matters, because the approach is explicitly diagnostic and prescriptive — meaning instruction is built around exactly what a specific child needs, rather than a fixed script every student follows regardless of their starting point. From there, sessions tend to follow a consistent rhythm: reviewing previously taught material, introducing one new concept explicitly, practicing it in multiple ways, and applying it to real reading and spelling.

Why Does Research Support It, But Progress Can Still Feel Slow at First?

Research on Orton-Gillingham and its derivative programs generally shows benefit when instruction is explicit, structured, and delivered consistently by a properly trained instructor. What research can't tell you is exactly how fast any individual child will move, because that depends on the severity of the difficulty, consistency of sessions, and how solidly each step is mastered before moving forward. Slower early progress isn't a sign the method isn't working — mastery-based instruction is often intentionally unhurried at the start.

Signs and Symptoms Worth Noticing Once You've Started

  • Growing confidence with material that used to cause visible frustration
  • Fewer repeated errors on concepts already covered in previous sessions
  • A child who seems calmer approaching reading tasks, even if speed hasn't dramatically changed yet
  • Conversely: no noticeable shift after several consistent months, or skills that seem to disappear again shortly after being taught

These are useful things to track and bring up directly with whoever is delivering the instruction, rather than just hoping things are moving in the right direction.

How Parents Can Understand Their Child's Progress

Ask specifically what your child is currently working on, and what mastery of that specific skill looks like. A properly trained Orton-Gillingham instructor should be able to answer this clearly. If the answer feels vague, or you're not getting regular updates at all, that's worth raising directly, since one of the strengths of a properly delivered, evidence-based approach is that progress should be trackable, not mysterious.

Common Problems and Possible Solutions

The most common concern parents raise partway through isn't whether Orton-Gillingham works in general — it's whether it's working for their child specifically, right now. If it doesn't feel like it is after a reasonable stretch of consistent sessions, the fix usually isn't switching approaches immediately. It's getting a clear, honest read on exactly where your child is in the sequence and what's realistically expected by this point. Our Orton-Gillingham Approach page has more detail on how the method itself is structured.

What Parents Can Do at Home

  • Ask directly which specific skill your child is currently working on, so you have something concrete to track
  • Reinforce what's being taught in sessions rather than introducing unrelated reading strategies that might create confusion
  • Notice and mention changes in confidence, not just speed or accuracy
  • Keep expectations realistic — meaningful change over months, not days

What Kind of Professional Support May Help?

If your child is already receiving Orton-Gillingham instruction and something feels off, a second opinion or a fresh assessment can clarify whether the pacing, delivery, or fit is the issue. A proper Orton-Gillingham Assessment gives you a clear, specific picture rather than a guess.

How Long Can Improvement Take?

This varies significantly by child, based on the severity of the difficulty and how consistently sessions happen. Many families notice meaningful shifts within the first few months, with more substantial progress building over sustained, consistent work. There's no universal timeline, which is exactly why regular, specific check-ins matter more than counting weeks.

How The Learnability Can Help

At The Learnability, every Orton-Gillingham program begins with a proper assessment, so your child starts exactly where they need to, not at a generic default. We provide regular, specific updates, so you always know what's being worked on and how it's going, rather than being left to guess. If you're deciding whether to start, or you've started elsewhere and want a second opinion, reach out to us.

About The Learnability and Founder Laila Madhani

The Learnability was founded by Laila Madhani, who leads our approach to individualized, evidence-informed learning support for children and families. You can learn more about our story and approach on our About Us page.

Frequently Asked Questions

How do I know if my child's Orton-Gillingham instructor is properly trained?
Ask directly about their specific certification and training in the method, not just general tutoring experience.

Is it normal for progress to feel slow in the first few months?
Yes, since the approach is mastery-based rather than pace-based. That said, some measurable change should still be visible and trackable over that time.

What if we've been doing Orton-Gillingham for a while with no clear progress?
This is worth raising directly, and possibly seeking a second assessment to understand what's actually happening and why.

Does my child need a dyslexia diagnosis to start?
No. Many children begin based on an assessment identifying a reading difficulty, without a prior formal diagnosis.

Can Orton-Gillingham instruction be delivered effectively online?
Yes, when delivered one-on-one by a properly trained specialist, using interactive tools suited to the multisensory elements of the approach.

Conclusion and Next Step

Knowing an approach is evidence-based is a good starting point, but what actually matters is whether it's working for your child, specifically, right now. Contact The Learnability to talk through where your child is and what real progress should look like.

Connect With The Learnability: Facebook | LinkedIn | Leave us a Google review

Started Wilson Reading System? What to Expect | Learnability

by

Maybe you've already read up on what the Wilson Reading System is, or spent time weighing it against the Orton-Gillingham Approach, trying to figure out which one made more sense for your child. That's the easy part, in a way — reading about a program. The harder, less-discussed part is what actually happens once a child starts one, and how you're supposed to know if it's genuinely working or if you're just hoping it is.

What the Program Actually Involves, Day to Day

The Wilson Reading System is built around a specific, sequential structure — twelve steps, each one building directly on the last, with a child only moving forward once a skill is genuinely mastered, not just practiced a few times. In practice, this means sessions can look fairly consistent from week to week: review of previously learned material, direct teaching of the next specific skill, guided practice, and application to actual reading and spelling. That consistency is intentional. It's part of what makes the structure work.

Why Progress Can Feel Slow at First

Because the program is built on mastery rather than pace, early progress can feel less dramatic than parents sometimes expect. A child might spend real time on a single step before moving forward, and that's not a sign of failure — it's the program doing exactly what it's designed to do. The payoff tends to show up more clearly a bit further in, once foundational pieces are solid enough to support more complex reading and spelling tasks.

Signs and Symptoms Worth Watching For

  • Good signs: increasing confidence with material that used to cause frustration, fewer repeated errors on previously covered skills, a child who seems calmer rather than more anxious about reading over time
  • Signs worth raising with your specialist: no noticeable change after several months of consistent sessions, a child who seems just as frustrated as before, or skills that seem to disappear again shortly after being taught

None of these signs are a diagnosis on their own, but they're useful things to track and mention in check-ins.

How Parents Can Understand Their Child's Progress

If your child has already been assessed using tools like the WADE or WIST assessments, those results should have set a specific, individualized starting point — not a generic "start from step one" for every child. If you're not sure what that starting point was, or haven't seen a clear plan tied to your child's specific results, that's worth asking about directly.

Common Problems and Possible Solutions

The most common concern we hear from parents partway through a program like this is some version of "I don't know if this is actually working." That's a completely reasonable thing to want clarity on. The solution isn't to wait and hope — it's to ask for specific, regular updates: which step your child is on, what mastery looks like at that step, and what change should realistically be visible by now given how long they've been in the program.

What Parents Can Do at Home

  • Ask your child's specialist directly which step they're currently working on, so you have a concrete reference point rather than a vague sense of progress
  • Notice changes in confidence and willingness to read, not just accuracy — both matter
  • Keep any home reading practice aligned with what's being taught in sessions, rather than introducing unrelated material that might reinforce different habits
  • Be patient with the pace, while still expecting clear, trackable progress over a reasonable stretch of time

What Kind of Professional Support May Help?

If your child is already in a Wilson Reading System program elsewhere and progress genuinely feels stalled, it's worth getting a second opinion on where they are and whether the pacing or delivery fits their specific needs. If you're still deciding whether Wilson or the Orton-Gillingham Approach is the better starting point, that decision is much easier to make with real assessment data in hand rather than reading program descriptions alone.

How Long Can Improvement Take?

This depends heavily on where a child starts and how consistently sessions happen, but many families begin to see meaningful, visible change within the first few months, with more substantial gains building over sustained work. There's no single timeline that fits every child, which is why regular, specific progress updates matter more than a fixed number of weeks.

How The Learnability Can Help

At The Learnability, every Wilson Reading System program starts with a proper assessment, so your child begins at the level that actually matches their skills, not a generic default. We also check in with parents regularly, so you're never left guessing whether something is working. If you're wondering whether the program your child is in is on track, or you're still deciding where to start, reach out to us to talk it through.

About The Learnability and Founder Laila Madhani

The Learnability was founded by Laila Madhani, who leads our approach to individualized, evidence-informed learning support for children and families. You can learn more about our story and approach on our About Us page.

Frequently Asked Questions

How do I know if my child is progressing at a normal pace?
Ask directly what mastery looks like at your child's current step, and how long that typically takes. A good specialist will give you a specific, honest answer rather than a vague reassurance.

What if we started Wilson somewhere else and I'm not sure it's the right fit?
A second assessment or opinion can clarify this. It's a reasonable thing to want to check, especially if months have passed without clear progress.

Can we switch to a different program partway through?
Sometimes, yes, depending on what's actually driving the lack of progress. This is worth a direct conversation rather than assuming a switch is either necessary or impossible.

Is slower progress a sign something is wrong?
Not necessarily — the program is built on mastery, not speed. But a genuine lack of any measurable change over several months is worth raising directly.

Can this be monitored effectively online?
Yes, progress tracking and parent updates can be delivered clearly and consistently in an online, one-on-one setting.

Conclusion and Next Step

Whether you're deciding on a program or partway through one already, you deserve clear, specific answers about what to expect and how to tell if it's working — not just hope. Contact The Learnability to talk through where your child is and what the right next step looks like.

Connect With The Learnability: Facebook | LinkedIn | Leave us a Google review

Word-by-Word Reading: Is That a Sign? | Learnability

by

You've probably noticed the rhythm of it. Your child sounds out each word carefully, gets it right, then stops, almost like they're catching their breath, before moving to the next one. It's accurate. It's just not smooth. There's no flow to it, and reading out loud can start to feel like work for both of you, even when every word comes out correctly. If this is what you're hearing, it's worth understanding why it happens and what actually helps.

What's Actually Going On

Accurate but choppy, word-by-word reading usually isn't about knowing the rules of phonics. A child reading this way often can decode correctly, sound by sound, but hasn't yet built the ability to recognize whole words automatically, the way a fluent reader does without even thinking about it. That automatic recognition depends on a specific skill: being able to picture the identity, number, and order of letters and sounds within a word clearly enough that the brain stores it as a single, instantly recognizable unit, rather than something to be rebuilt from scratch every single time.

Why Does This Happen?

Some children develop this kind of automatic word recognition naturally as they read more. Others don't build it as easily, even with plenty of phonics instruction and reading practice. This isn't about how much a child has practiced, and it isn't about intelligence. It's a specific, identifiable skill gap, and once it's understood, it's genuinely addressable. For more on how different learning differences show up day to day, our guide on the attributes of students with learning disabilities is worth a look.

Signs and Symptoms Parents May Notice

  • Reads accurately, but slowly, with noticeable pauses between words
  • Sounds out familiar words again and again, as if seeing them for the first time each time
  • Gets tired or frustrated during reading tasks that seem short on paper
  • Reading comprehension suffers, even though decoding is accurate, likely because so much effort goes into the mechanics of reading that little is left for understanding
  • Avoids reading aloud, or reads more willingly silently than out loud

These signs alone don't confirm a specific cause, but they're a useful starting point for a conversation with a specialist or teacher.

How Parents Can Understand Their Child's Needs

A simple, informal way to check this at home: notice whether your child reads a word correctly one day, then hesitates over that exact same word again a few days later, even though nothing about the word has changed. If this kind of inconsistency shows up often, it points toward the pattern described here rather than a general phonics gap. From there, a proper evaluation, such as a Lindamood-Bell Assessment, can confirm what's actually happening rather than leaving you to guess.

Common Problems and Possible Solutions

When the issue is specifically about building automatic, fluent word recognition, the Seeing Stars® program is built directly around this. It strengthens the skill of visualizing letters and sounds within words clearly enough that recognition becomes automatic, which is what allows reading to move from effortful and choppy to smooth and confident.

What Parents Can Do at Home

  • Read the same short passage together more than once, and notice whether the second read is smoother than the first, rather than judging on a single attempt
  • Avoid correcting every single hesitation immediately — give a beat to let your child try to work it out first
  • Keep reading sessions short and positive rather than long and exhausting
  • Celebrate smoothness and confidence, not just accuracy, so your child understands that flow matters too

What Kind of Professional Support May Help?

For this specific pattern, a program targeting symbol imagery and automatic word recognition tends to be more effective than more general reading practice or repeated phonics drilling, since the underlying gap isn't really about knowing the rules, it's about applying them automatically. An individual assessment beforehand matters, since a similar-looking struggle can sometimes stem from a different underlying cause requiring a different approach.

How Long Can Improvement Take?

This varies by child and by how long the pattern has been present. Some families notice smoother, more confident reading within a few months of consistent, targeted sessions. Others take longer, particularly for children who've been reading this way for several years already and have built compensating habits around it. Progress should be monitored regularly rather than measured against a fixed timeline.

How The Learnability Can Help

At The Learnability, we start by identifying exactly what's behind a reading fluency struggle before recommending anything. If symbol imagery is the underlying gap, our Seeing Stars program is delivered one-on-one, so pacing and focus stay entirely on your child rather than following a generic script. If you're seeing this pattern at home, reach out to us to talk through it.

About The Learnability and Founder Laila Madhani

The Learnability was founded by Laila Madhani, who leads our approach to individualized, evidence-informed learning support for children and families. You can learn more about our story and approach on our About Us page.

Frequently Asked Questions

Is word-by-word reading the same as dyslexia?
Not necessarily. It can occur with dyslexia, but it's a specific pattern of its own, related to automatic word recognition rather than decoding accuracy overall.

My child reads correctly, just slowly — does that still count as a problem?
Yes, accuracy without fluency is still worth addressing, since the effort spent on slow reading often takes away from comprehension and enjoyment.

Will my child just grow out of this with more reading practice?
Sometimes fluency does improve with more exposure, but if the pattern has persisted for a while despite regular reading, it usually needs a more targeted approach rather than time alone.

Does my child need a diagnosis first?
No. An assessment can clarify what's going on without requiring a prior diagnosis.

Can this be addressed online?
Yes, this kind of skill-building can be delivered effectively one-on-one online, using interactive, engaging methods.

What age does this usually get noticed?
It often becomes noticeable in early elementary school, once reading volume increases and the difference between choppy and fluent reading becomes more obvious compared to classmates.

Conclusion and Next Step

Accurate but effortful, word-by-word reading is a real, specific pattern, and it's genuinely addressable once it's properly understood. Contact The Learnability to talk through what you're noticing and find the right next step for your child.

Connect With The Learnability: Facebook | LinkedIn | Leave us a Google review

The Learnability is not affiliated with, certified, endorsed, licensed, monitored, or sponsored by Lindamood-Bell® or its founders. Lindamood-Bell® does not endorse or monitor the services provided by The Learnability.

My Child Reads Fine But Doesn’t Understand It | Learnability

by

This one confuses a lot of parents, and it's easy to see why. Your child can sound out words, gets through a page without stumbling, maybe even reads aloud smoothly. And then you ask a simple question about what just happened in the story, and they draw a blank. It doesn't add up, because "reading well" is supposed to mean the struggle is over. If this sounds like your child, you're not imagining it, and it's more common than people realize.

What's Actually Going On

Reading is really two separate jobs happening at once: decoding the words on the page, and building meaning from them. Most reading instruction focuses heavily on the first job — sounding out letters, recognizing words, reading fluently. The second job, forming a mental picture and genuinely understanding what's being read, is a distinct skill that doesn't always develop automatically just because decoding is going well. If you want more background on how different learning differences show up, our guide on the attributes of students with learning disabilities is a useful starting point.

Why Does This Happen?

Some children are strong, mechanical readers without ever building the underlying skill of picturing or organizing what language means as they go. This can happen for a lot of reasons — sometimes it's how reading was first taught, sometimes it's a specific, identifiable processing difference, and sometimes it only becomes noticeable once school reading gets more complex, past simple stories into material with more inference and detail. It's not about effort, and it's not about intelligence.

Signs and Symptoms Parents May Notice

  • Can read a passage aloud smoothly, but can't summarize it afterward
  • Answers comprehension questions inconsistently, even on material read carefully
  • Struggles to picture a scene or follow the sequence of events in a story
  • Gets lost or loses the thread during longer spoken explanations, not just written ones
  • Seems to enjoy being read to more than reading independently
  • Grades in reading-heavy subjects don't match how well they seem to "read" out loud

None of these signs on their own confirm a specific difficulty — they're simply worth noticing and mentioning if you're ever discussing your child's reading with a teacher or specialist.

How Parents Can Understand Their Child's Needs

Because this pattern can be easy to miss, it often helps to ask specific questions rather than general ones. Instead of "how was reading today," try asking your child to tell you what happened in a book, in their own words, and notice how much detail and order comes through. If this consistently feels thin or muddled, even though decoding itself sounds fine, it's worth exploring further with a proper learning disability evaluation rather than assuming it will resolve with more reading practice alone.

Common Problems and Possible Solutions

The specific solution really depends on where the breakdown is happening. If your child struggles to form a mental picture from what they read or hear, or has trouble following multi-step explanations, this often points toward strengthening concept imagery directly — the skill of turning language into a clear mental picture. Our Visualizing and Verbalizing® program is built specifically around this, and it's part of the broader Lindamood-Bell® family of programs we offer at The Learnability.

What Parents Can Do at Home

  • After reading together, ask your child to describe what they'd "see" if the story were a movie, rather than just recalling facts
  • Pause partway through a book and ask them to guess what might happen next, and why
  • Talk through your own thinking out loud when you read something together — "I'm picturing the character standing by the window right now"
  • Keep it low-pressure. The goal is building the skill, not testing whether they "got it right"

What Kind of Professional Support May Help?

For comprehension gaps specifically, a program built around concept imagery — like Visualizing and Verbalizing — tends to be more effective than simply assigning more reading. This is different from support aimed at decoding or spelling difficulties, which is why an individual assessment matters before choosing a program. Getting this distinction right from the start avoids months of practicing a skill that isn't actually the one that's missing.

How Long Can Improvement Take?

This varies quite a bit by child, and by how long the pattern has been present. Some families notice a shift in how their child talks about what they've read within a few months of consistent, targeted sessions. Others take longer, particularly if the comprehension gap has been present for several school years already. There's no fixed timeline that applies to every child, which is exactly why ongoing progress monitoring matters more than a set number of weeks.

How The Learnability Can Help

At The Learnability, we don't start by assuming what a child needs. If comprehension is the concern, we look specifically at whether concept imagery is the underlying gap, and build a plan around that finding rather than a generic reading worksheet approach. Every session is one-on-one, so the pace and focus stay entirely on your child. If this sounds like what you're seeing at home, reach out to us to talk through it.

About The Learnability and Founder Laila Madhani

The Learnability was founded by Laila Madhani, who leads our approach to individualized, evidence-informed learning support for children and families. You can learn more about our story and approach on our About Us page.

Frequently Asked Questions

My child loves being read to but hates reading alone — is that related?
It can be. Enjoying listening more than reading independently sometimes points to a comprehension gap rather than a lack of interest in stories.

Could this be a vision or hearing issue instead?
It's worth ruling out with your pediatrician if you haven't already, but comprehension gaps like this are more often related to how language is processed than to vision or hearing itself.

Does my child need a diagnosis before we look into this?
No. You can start with a conversation and an assessment without needing a prior diagnosis in hand.

Is this the same as dyslexia?
Not necessarily. Dyslexia typically affects decoding and word reading. This pattern is different — decoding is fine, but understanding what's read is the gap. The two can occur together or separately.

Can this be addressed online?
Yes, this kind of support can be delivered effectively one-on-one online, using interactive methods suited to building comprehension skills specifically.

What age does this usually show up?
It can appear at any age, but it often becomes more noticeable once school reading shifts from simple stories to more complex material requiring inference and connecting ideas.

Conclusion and Next Step

If your child reads the words but the meaning isn't landing, that's a real, specific pattern with a real, specific kind of help available — not something to wait out. Contact The Learnability to talk through what you're noticing and figure out the right next step together.

Connect With The Learnability: Facebook | LinkedIn | Leave us a Google review

Reading Intervention vs. Tutoring: What to Know | Learnability

by

You've probably already tried something. Maybe a tutor from a neighborhood listing, maybe extra time with a teacher after school, maybe just more practice at home every night. And maybe it helped a little, or maybe it didn't help at all. Now you're staring at two words that sound almost the same — tutoring and reading intervention — and wondering if there's actually a difference, or if it's just marketing language.

There is a real difference, and it's a bigger one than most parents expect. This guide walks through exactly what separates the two, how to figure out which one your child actually needs, what it really looks like day to day, and what to watch for so you're not wasting time or money on the wrong kind of help.

What General Tutoring Actually Does

A general tutor is really good at one thing: helping a child keep up with what's being taught in the classroom. If your child is confused about a specific homework assignment, needs someone to go over multiplication tables again, or just needs a bit more one-on-one time than the classroom allows, a tutor can genuinely help with that.

General tutoring typically works alongside the curriculum. The tutor isn't trying to figure out why a child struggles — they're helping the child get through what's already been assigned. That's a completely valid and useful service for a lot of families. It's just not designed to answer a deeper question: why is this hard for my child in the first place?

What Reading Intervention Actually Does

Reading intervention starts from a different question entirely. Instead of "how do we get through tonight's homework," it asks "what specific skill is missing that's causing this struggle in the first place." It's built around identifying the actual gap — maybe it's letter-sound connections, maybe it's a comprehension skill, maybe it's something else entirely — and then teaching that skill explicitly, using methods built specifically for kids who need reading taught differently than it's taught in a typical classroom.

This is the difference between practicing more of what isn't working, and actually addressing what's causing it not to work. It's also usually more structured and sequential — each session builds directly on the last, rather than reacting to whatever homework happens to be due that week.

A Side-by-Side Look

  • Goal: Tutoring helps a child complete current schoolwork. Reading intervention builds a missing skill from the ground up.
  • Starting point: Tutoring usually starts with whatever the child brings that day — an assignment, a test coming up. Reading intervention starts with an assessment of exactly where the child's skills stand.
  • Structure: Tutoring sessions can vary week to week depending on need. Reading intervention typically follows a specific, sequential program.
  • Who delivers it: Tutors often have general teaching or subject-matter background. Reading intervention specialists are trained in specific, evidence-based methods for reading difficulties.
  • Best fit for: Tutoring fits a child who understands material once it's explained but needs extra reinforcement. Reading intervention fits a child whose difficulty is with the mechanics of reading itself — decoding, spelling, fluency, or comprehension.

How to Tell Which One Your Child Needs

  • If your child understands material once it's explained, but struggles to keep up with pace or workload — general tutoring may genuinely be enough
  • If your child has had tutoring already and the reading struggle hasn't meaningfully improved — this is a strong sign something more specific is needed
  • If your child struggles specifically with decoding, spelling, or reading fluency, not just keeping up with schoolwork generally — this points toward reading intervention
  • If reading has been a struggle for a long time, across multiple school years — this usually means the root issue hasn't been addressed yet, not that your child hasn't tried hard enough
  • If your child reads accurately but doesn't seem to understand or remember what they've read — this points to a comprehension-focused gap, which reading intervention is built to address directly

A Few Real-World Scenarios

Scenario one: A third grader is doing fine overall but is a bit behind on a specific unit — maybe fractions, maybe a writing assignment style they haven't seen before. A few weeks of general tutoring closes the gap, and that's the end of it. This is tutoring doing exactly what it's meant to do.

Scenario two: A fifth grader has had two different tutors over the past two years. Homework gets done, but reading itself hasn't gotten any easier — words are still sounded out slowly, spelling hasn't improved, and reading for pleasure never happens. This is a strong sign the actual root skill was never addressed, and reading intervention is likely the missing piece.

Scenario three: A seventh grader reads fluently out loud and sounds confident doing it, but consistently can't answer questions about what they just read, and grades in reading-heavy subjects keep slipping. This looks like strong decoding paired with a comprehension gap — a different profile that still calls for targeted, skill-specific support rather than general homework help.

Why This Distinction Matters More Than It Seems

Here's the honest, slightly uncomfortable truth: a lot of families spend months or even years in general tutoring for a problem that tutoring was never designed to fix. It's not that the tutoring failed — it's that it was solving the wrong problem. That time matters, because reading gaps tend to get harder to close the longer they sit unaddressed, and a child's confidence takes a hit with every year they feel like they're falling further behind their classmates.

There's also a cost dimension worth being honest about. Paying for tutoring month after month without addressing the underlying cause can end up costing more, over a longer period, than starting with the right kind of targeted support from day one.

What a Reading Intervention Session Actually Looks Like

Unlike homework help, a reading intervention session usually follows a consistent structure: a warm-up reviewing previously learned skills, direct teaching of a new, specific skill, guided practice with that skill, and often some kind of reading or spelling application to tie it together. It's repetitive in a good way — the same core skills get reinforced across sessions until they become automatic, rather than moving on to something new every time regardless of whether the last skill actually stuck.

Common Myths Worth Clearing Up

  • "My child just needs to read more." More reading practice helps a child who can already decode reasonably well. It usually doesn't fix a genuine decoding difficulty on its own — in fact, it can reinforce bad habits like guessing at words instead of sounding them out.
  • "Tutoring and intervention are basically the same thing with different names." They can overlap, but a tutor without specific training in structured, explicit reading instruction is usually not equipped to address a genuine reading disability.
  • "If my child is smart, this can't be a real reading issue." Intelligence and reading ability are not the same thing. Plenty of very capable kids have specific, identifiable reading difficulties that have nothing to do with how smart they are.

What This Looks Like at The Learnability

At The Learnability, our Reading Intervention Program starts by figuring out exactly what's causing your child's specific struggle, not by assuming we already know. From there, we use structured, evidence-based methods — including the Orton-Gillingham Approach and the Wilson Reading System — delivered one-on-one, so every session is built around your child specifically rather than a generic lesson plan. For children whose needs go beyond reading alone, our Special Needs Tutor support takes the same individualized approach. You can see our complete range of programs on our services page.

If you're not sure yet which category your child falls into, that's completely normal — figuring that out together is exactly where we'd start.

Frequently Asked Questions

Can my child need both a tutor and reading intervention at the same time?
Sometimes, yes. A tutor might help keep them afloat with current schoolwork while reading intervention addresses the underlying gap. They're not mutually exclusive.

How long does reading intervention usually take?
This depends on the specific difficulty and how consistently sessions happen, but many families see meaningful movement within a few months of consistent, one-on-one instruction.

Is reading intervention only for kids with a diagnosis like dyslexia?
No. You don't need a formal diagnosis to start. If reading is a consistent struggle, that alone is reason enough to look deeper.

What if we've already tried a few different tutors without success?
That's actually a common and useful signal — it often means the issue needs a more targeted approach than general tutoring can offer.

Can reading intervention be done online?
Yes. When it's genuinely one-on-one with a trained specialist, online reading intervention can be just as effective as sitting across a table.

Will my child feel singled out or embarrassed by reading intervention?
Most children actually feel relief once they realize the struggle isn't something wrong with them, but something specific and fixable. A good specialist will frame it that way from the very first session.

How often does my child need sessions?
This depends on the severity of the difficulty, but most children benefit from two to three sessions a week for meaningful progress.

What if reading intervention doesn't seem to be working after a few months?
Progress should be tracked and communicated regularly. If it isn't happening, that's a conversation to have directly with the specialist about adjusting the approach, not a reason to assume nothing can help.

If You're Not Sure Which One You Need, That's a Good Reason to Ask

You don't have to diagnose the problem yourself before reaching out. A quick conversation can help you figure out whether your child needs more tutoring, a different kind of support entirely, or a proper assessment first.

Get in touch with us to talk through what you're seeing at home. 📞 (310) 218-9466 📧 info@thelearnability.com

If The Learnability has made a difference for your family, we'd love to hear about it — leave us a quick Google review. You can also connect with us on Facebook and LinkedIn.

When Your Child Is the Only One Who Still Can’t Read

by

There's a particular kind of ache that comes with watching your child realize they're behind. Maybe it happened at a school pickup, when another parent mentioned their kid just finished a chapter book. Maybe your child said it themselves — "everyone else can read and I can't." Either way, it lands hard, and it's the kind of thing that keeps you up at night wondering what you missed, or what you should have done differently.

You didn't miss anything. And there's a lot you can still do.

First, This Isn't About You Doing Something Wrong

It's worth saying plainly: a child struggling to read while classmates move ahead is not a reflection of your parenting, and it's not a reflection of your child's intelligence either. Reading is a genuinely complex skill that the brain has to be taught to do — it doesn't come naturally the way spoken language does. Some kids' brains pick up the code quickly. Others need it taught differently, more explicitly, more slowly, with more repetition. That's not a flaw. It's just how they're wired.

Why Being "the Only One" Feels So Much Worse

Kids compare themselves constantly, especially once they're old enough to notice who's reading what during silent reading time, or who gets picked for reading groups. If your child is aware they're behind, that awareness alone can start to chip away at their confidence — sometimes faster than the reading gap itself grows. This is why addressing it isn't just about catching up academically. It's also about protecting how your child sees themselves before that feeling calcifies into "I'm just not smart" or "I'll never be good at this."

What's Actually Going On When a Child Is This Far Behind

When a child is noticeably behind peers, it's usually not a general "slowness." It's typically a specific skill gap — maybe they haven't built strong letter-sound connections, maybe they're guessing at words instead of decoding them, maybe they've developed workarounds that hide the struggle without fixing it. A proper look at what's actually happening can tell you exactly where things went sideways, instead of leaving you to guess.

What to Actually Do Next

  • Get a real evaluation. Not a guess, not a "let's wait and see" — an actual assessment that shows you specifically what's going on with your child's reading skills.
  • Don't rely on more of the same. If your child has been getting the same kind of classroom instruction and still isn't catching up, doing more of it usually isn't the answer. They likely need a different approach, not more repetition of one that isn't working.
  • Protect their confidence along the way. Praise effort and specific progress, not just outcomes. Avoid comparing them to siblings or classmates, even accidentally.
  • Move sooner rather than later. The gap between a struggling reader and their peers tends to widen over time, not close on its own. Acting now is almost always easier than acting later.

How The Learnability Approaches This

We start by figuring out exactly where your child's reading breaks down — not generally, but specifically. From there, we use structured, evidence-based methods like the Orton-Gillingham Approach to teach reading explicitly, one skill at a time, in a way that actually builds on itself. It's one-on-one, so your child isn't competing for attention or comparing themselves to anyone else in the room. And we check in regularly, so you're never left wondering whether it's working.

Questions Parents Often Ask

Is it too late if my child is already behind?
No. Kids make real progress at every age, though earlier support does tend to close the gap faster. The right time to start is now, whenever now is.

How do I bring this up with my child without upsetting them?
Keep it simple and matter-of-fact: "Everyone's brain learns to read a little differently, and we're going to find the way that works best for yours." Kids handle this much better than we expect when it's framed as normal, not shameful.

What if the school says to just keep waiting?
You're allowed to seek an outside opinion regardless of what the school recommends. Trust your instincts if something feels off.

Will my child ever really catch up?
Many kids do make substantial progress with the right, targeted support — sometimes surprisingly quickly once the right approach is in place.

Do we need a diagnosis first?
No. You can start with an assessment and act on what it shows, whether or not there's a formal diagnosis attached.

You're Not Behind Either

Noticing the problem and looking for answers, like you're doing right now, is exactly the right move. Your child's reading story isn't finished — this is just one chapter of it.

Book a free trial session, or reach out to talk through what you're seeing.

If The Learnability has made a difference for your family, we'd love to hear about it — leave us a quick Google review.

How Much Does Specialist Tutoring Cost? | The Learnability

by

Let's be honest — cost is one of the first things every parent thinks about, and one of the last things anyone likes to talk about openly. You want to help your child, but you also have a budget, and it's completely fair to want a straight answer before you even pick up the phone. So let's talk about it plainly.

Why Specialist Tutoring Costs More Than Homework Help

A general homework helper and a specialist reading or learning tutor aren't really doing the same job, even though they might sound similar on paper. Specialist tutoring means someone trained specifically in things like the Orton-Gillingham Approach, the Wilson Reading System, or Lindamood-Bell-based methods — training that takes real time and expertise to get right. That's part of why it costs more than a general tutor charging by the hour to help with worksheets.

The upside is that this kind of training is exactly why it works when other things haven't.

What Actually Affects the Price

  • How often your child needs sessions — most kids benefit from two or three sessions a week, though this depends on the specific difficulty and how quickly you want to see movement
  • Whether you're starting with an assessment — a proper evaluation upfront (like a WIST or Lindamood-Bell Assessment) is a separate cost, but it saves money down the road by making sure the program actually fits your child from day one
  • The specific program — some structured literacy programs run longer than others depending on your child's needs

We know this isn't a satisfying "here's the exact number" answer, and that's on purpose — pricing really does depend on your child's specific situation. The best way to get real numbers is a quick conversation, not a guess based on averages.

Real Ways to Make It More Affordable

SDP Funding. If you're in a state or district that offers Supplemental Educational Services or similar funding programs, this can genuinely make a big difference. The Learnability accepts SDP funding, and if you're not sure whether you qualify, it's worth asking — a lot of families don't realize this option exists until someone tells them.

Starting with fewer sessions, then adjusting. You don't have to commit to the maximum recommended schedule right away. Many families start smaller and build up once they see how their child responds.

A free trial session. Before you spend anything, you can actually see what a session looks like and whether it feels right for your child. No pressure, no upfront cost to find out.

Is It Worth It?

This is really the question underneath the question, isn't it? Here's an honest way to think about it: the cost of doing nothing isn't zero either. It's frustration that builds, confidence that erodes a little more each year, and a gap that tends to get harder to close the longer it sits. That doesn't mean tutoring is the only answer, or that every family needs to spend the same amount — but it's worth weighing against what you're currently seeing at home.

Questions Parents Often Ask

Do you offer payment plans?
Ask us directly — options can vary, and we're happy to talk through what might work for your family.

Does insurance ever cover this?
Typically not for tutoring specifically, though some families have had luck with certain diagnoses and specific insurance plans. It's worth checking with your provider directly.

What if we can only afford a shorter program?
That's completely fine. Some support is almost always better than none, and we'll be honest with you about what's realistic to expect from a shorter commitment.

Is the assessment included in the cost of the program?
This depends on the package. Ask us directly so there are no surprises.

How do I find out if I qualify for SDP funding?
Reach out and we can walk you through it, or you can start by checking with your school district directly.

Let's Just Talk About It

You don't need to have this all figured out before reaching out. A quick conversation can tell you exactly what it would cost for your specific situation, and whether funding options could help.

Book a free trial session, or get in touch to ask about pricing and SDP funding.

If The Learnability has made a difference for your family, we'd love to hear about it — leave us a quick Google review.

Tutoring for Students with an IEP | The Learnability

by

You went through the whole process. The meetings, the paperwork, the waiting. Your child finally got their IEP, and for a while, you probably felt relieved — like the hard part was over. But now it's a few months in, and something still isn't clicking. Your child is still struggling with the same things. Homework is still a fight. You're starting to wonder if the IEP is actually working, or if it's just a piece of paper.

If that's where you are right now, you're not doing anything wrong, and you're definitely not alone. This is one of the most common things we hear from parents.

Why an IEP Doesn't Always Feel Like Enough

An IEP is supposed to guarantee your child gets support at school. And it does — but school resources are stretched thin. One special education teacher might be splitting time across a dozen kids with very different needs. Sessions might be shorter than your child really needs. Progress might be measured in tiny steps that don't feel like progress at all from where you're standing.

None of that means the school doesn't care, or that your child's IEP was written badly. It just means that school-based support, on its own, often isn't the full picture — especially for a child who needs more focused, one-on-one time to really move forward.

What Actually Helps When an IEP Isn't Enough on Its Own

This is where outside, one-on-one support comes in — not to replace what the school is doing, but to fill in the gap. At The Learnability, we work with a lot of kids who already have an IEP. What we hear from parents again and again is that once their child got real one-on-one time, focused on exactly what they needed, things started to shift.

That's really the difference. A classroom, even a supportive one, has to divide its attention. One-on-one tutoring doesn't. Every minute of the session is about your child — their pace, their specific struggles, the way they personally learn best.

How to Know If This Could Help Your Child

  • Your child has an IEP, but progress feels slow or stuck
  • You feel like the school is doing what it can, but it's just not enough time or attention
  • Your child still struggles with the same specific things — reading, spelling, math, focus — month after month
  • You want someone who can really dig into what's going on, not just help with homework

If any of that sounds familiar, it's worth exploring what individualized support could add.

What This Looks Like at The Learnability

We start by actually understanding your child — what their IEP says, sure, but more importantly, what you're seeing at home and what they're struggling with day to day. From there, we build a plan around them specifically, using proven methods like the Orton-Gillingham Approach or Wilson Reading System when reading is the challenge, or other approaches depending on what your child actually needs.

Every session is one-on-one, led by someone who's trained specifically in this kind of work — not general tutoring, not homework help. And every week, you'll actually know how things are going, because we check in on progress regularly and keep you in the loop, instead of leaving you to wonder.

Questions Parents Often Ask

Will this replace what the school is doing?
No, and it doesn't need to. Think of it as extra, focused support that works alongside your child's IEP, not instead of it.

Do I need to tell the school we're doing this?
You don't have to, though many parents find it helpful to keep the school in the loop, especially if progress starts showing up at home first.

What if we don't know exactly what's causing the struggle?
That's completely normal, and it's exactly what a first conversation and assessment are for. You don't need to have it all figured out before reaching out.

Is this only for younger kids?
Not at all. We work with kids across a wide age range, from early elementary through high school.

Can this be done online?
Yes, every session is delivered online, one-on-one, from wherever is comfortable for your child.

You Don't Have to Wait and See

If your gut is telling you the current support isn't quite enough, trust that. You know your child better than anyone. Let's talk about what could actually help.

Book a free trial session, or reach out anytime to talk through what you're seeing.

If The Learnability has made a difference for your family, we'd genuinely love to hear about it — leave us a quick Google review.