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How Multisensory Learning Helps Kids With ADHD

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Children with ADHD face a unique set of challenges in the classroom. Sitting still, maintaining focus, following multi-step instructions, and sustaining attention through a long lesson are all genuinely difficult for a child whose brain is wired to seek novelty, movement, and stimulation. Traditional teaching methods — sit down, listen, read, write — are often the worst possible approach for a child with ADHD.

But there is an approach that works significantly better for children with ADHD — one that engages multiple senses simultaneously, incorporates movement, and keeps the brain actively involved rather than passively receiving information. It is called multisensory learning, and at The Learnability, it is at the heart of everything we do.

In this guide we explain what multisensory learning is, why it works so well for children with ADHD, how it is used in our tutoring programs, and what parents can expect when their child receives multisensory instruction.

What Is Multisensory Learning?

Multisensory learning is an approach to teaching that engages multiple senses simultaneously — seeing, hearing, saying, and touching — to reinforce learning and create stronger, more durable memory traces in the brain. Rather than presenting information through a single channel (for example, a teacher talking while students listen), multisensory learning involves the learner actively engaging with the content through several different sensory pathways at the same time.

In a multisensory reading lesson, for example, a student might see a letter, hear its sound, say the sound aloud, and trace the letter shape with their finger simultaneously. Each of these sensory inputs reinforces the same piece of information through a different neural pathway — making the connection between the letter and its sound stronger, more automatic, and more resistant to forgetting.

Multisensory learning is not a new idea. It has been used in specialist education for decades and forms the foundation of some of the most evidence-based reading intervention programs available — including the Orton-Gillingham approach, the Wilson Reading System, and the Lindamood-Bell programs we use at The Learnability.

Why Children With ADHD Struggle With Traditional Learning

To understand why multisensory learning works so well for children with ADHD, it helps to understand what ADHD actually is and how it affects learning.

ADHD — Attention Deficit Hyperactivity Disorder — is a neurodevelopmental condition that affects the brain's executive function system. Executive functions are the cognitive processes that allow us to plan, organise, focus attention, regulate impulses, and sustain effort over time. Children with ADHD have significant difficulties with these processes — not because they are choosing to be inattentive or disruptive, but because the brain circuits that support attention and self-regulation work differently in ADHD.

Traditional classroom learning asks children to do exactly the things that are hardest for children with ADHD — sit still, listen passively, sustain attention over long periods, and resist the urge to move or speak. For a child whose brain is constantly seeking stimulation and novelty, a static lesson delivered through a single sensory channel (listening to a teacher talk) is almost impossible to engage with fully.

The result is not laziness or disrespect — it is a genuine neurological mismatch between how the child's brain works and how the learning is being delivered. Multisensory learning addresses this mismatch directly by delivering instruction in a way that naturally engages and sustains the attention of a child with ADHD.

Why Multisensory Learning Works So Well for Children With ADHD

It Keeps the Brain Actively Engaged

The ADHD brain is not designed for passive reception — it is designed for active engagement. When a child is simultaneously seeing, hearing, saying, and touching as part of a learning activity, their brain is actively involved in processing information rather than passively receiving it. This active engagement naturally holds the attention of a child with ADHD in a way that passive listening never can.

It Incorporates Movement

Many multisensory learning activities involve physical movement — tapping sounds on fingers, tracing letters in sand, using letter tiles, clapping syllables, or acting out words. Movement is deeply beneficial for children with ADHD because it provides the physical stimulation their brains crave and has been shown to improve focus, memory consolidation, and cognitive performance.

In our Orton-Gillingham tutoring sessions at The Learnability, students regularly use finger tapping, air writing, and physical letter manipulation as part of their reading and spelling work. These movement elements are not just engaging — they are cognitively important, reinforcing learning through the motor pathways of the brain as well as the visual and auditory ones.

It Provides Variety and Novelty

The ADHD brain responds powerfully to novelty — to new stimuli, new activities, and new challenges. A multisensory lesson naturally incorporates more variety than a traditional single-channel lesson, moving between different types of activities and different sensory modalities. This variety keeps the ADHD brain engaged and curious rather than bored and distracted.

It Creates Stronger Memory Traces

Children with ADHD often have significant difficulties with working memory — the ability to hold and use information in the short term. This makes learning through single-channel instruction particularly difficult, because if a child's attention drifts for even a moment, the information being presented in that moment is lost.

Multisensory learning creates stronger, more redundant memory traces by encoding information through multiple pathways simultaneously. Even if one pathway is momentarily disrupted by inattention, the other pathways continue to reinforce the learning — making multisensory instruction more robust against the working memory and attention difficulties that characterise ADHD.

It Is Structured and Predictable

Many children with ADHD also benefit from highly structured, predictable learning environments. The uncertainty of not knowing what is coming next — a common feature of less structured classroom lessons — can increase anxiety and reduce the cognitive resources available for learning. Multisensory structured literacy programs like Orton-Gillingham and the Wilson Reading System follow a very clear, consistent lesson structure that children quickly learn to anticipate. This predictability is calming and allows children to focus their attention on the content rather than on navigating an uncertain environment.

ADHD and Reading Difficulties — A Common Combination

Many children with ADHD also have reading difficulties. Research suggests that dyslexia and ADHD co-occur in approximately 40 percent of children who have either condition — making this one of the most common combinations of learning difficulties that specialist tutors encounter.

The relationship between ADHD and reading difficulties is complex. ADHD itself can make reading harder — because reading requires sustained attention, working memory, and self-regulation, all of which are affected by ADHD. But many children with ADHD also have a co-occurring phonological processing weakness that would cause reading difficulties independently of the attention difficulties.

For children with both ADHD and reading difficulties, multisensory structured literacy intervention addresses both dimensions simultaneously — providing the active engagement and movement that helps with attention, while directly targeting the phonological processing and decoding skills that reading requires.

At The Learnability, our special needs tutors are experienced in working with children who have both ADHD and reading difficulties. We tailor our multisensory programs to the individual child's profile — adjusting the pace, the activities, and the structure of sessions to maximise engagement and minimise the impact of attention difficulties.

How The Learnability Uses Multisensory Learning for Children With ADHD

At The Learnability, multisensory instruction is embedded in every program we deliver. Here is how it works in practice for children with ADHD:

Short, Varied Activities

Sessions are structured with short, varied activities that change regularly — preventing boredom and maintaining engagement. A child with ADHD who might struggle to sustain attention through a twenty-minute single activity can often sustain attention very effectively through a series of five-minute activities that each engage a different sensory modality.

Movement Built Into Every Session

Physical activities — tapping, tracing, manipulating letter tiles, clapping syllables — are built into every session. These movement elements serve both an educational function (reinforcing learning through motor pathways) and an attention function (providing the physical stimulation that helps ADHD brains maintain focus).

Immediate Feedback

Children with ADHD respond particularly well to immediate feedback — knowing right away whether they have got something right or wrong, rather than waiting for a test result days later. Multisensory learning activities naturally provide immediate feedback — a child who taps out the sounds in a word can immediately hear whether their tapping matches the word they are reading. This immediacy keeps children engaged and helps consolidate learning efficiently.

One-on-One Attention

All of our tutoring at The Learnability is delivered through one-on-one sessions — which is particularly important for children with ADHD. In a group setting, children with ADHD are competing with multiple other stimuli for their attention. In a one-on-one session, the tutor's entire attention is focused on the child — and the child's task is simply to engage with the tutor and the activity in front of them. This focused environment significantly reduces the attentional demands on the child and allows them to engage much more fully with learning.

You can learn more about our approach to special needs tutoring and our full range of multisensory programs — including our Seeing Stars program, Visualizing and Verbalizing, and Talkies program — on our website. Or contact us directly to speak with a specialist about your child's specific needs.

What Parents Can Do to Support Multisensory Learning at Home

The principles of multisensory learning can be extended into the home environment to support your child's learning between tutoring sessions. Here are some practical ways to do this:

  • Use movement in practice activities — when practising letter sounds or spelling, have your child tap the sounds on their fingers, clap syllables, or trace letters in the air
  • Read aloud together — listening to text read aloud while following along in the book engages both auditory and visual pathways simultaneously
  • Use letter tiles or magnetic letters — physical manipulation of letters and words engages the tactile pathway and makes spelling practice more active and engaging
  • Keep practice sessions short — five to ten minutes of focused multisensory practice is more effective for children with ADHD than longer unfocused sessions
  • Build in movement breaks — short physical breaks between learning activities help reset attention and improve focus in children with ADHD

Ask your child's tutor at The Learnability for specific home practice recommendations that align with what your child is working on in sessions. We provide all our families with practical guidance on how to extend multisensory learning into everyday home life.

Frequently Asked Questions

Can multisensory learning help a child with ADHD who does not have reading difficulties?

Yes. Multisensory learning is beneficial for all children with ADHD regardless of whether they have co-occurring reading difficulties. The active engagement, movement, and variety of multisensory instruction naturally suits the ADHD brain and can improve learning across all subjects — not just reading.

Does my child need a diagnosis of ADHD to access multisensory tutoring at The Learnability?

No. A formal diagnosis is not required. If your child has attention difficulties that are affecting their learning — whether or not they have been formally diagnosed — our specialist tutors can adapt our multisensory approach to meet their needs. Contact us for a consultation.

How is multisensory tutoring different from regular tutoring?

Regular tutoring typically involves going over the same curriculum content in a similar way to school — reading, writing, and explaining. Multisensory tutoring engages multiple senses simultaneously through active, varied activities that are specifically designed to create stronger learning and maintain the attention of children who struggle with traditional instruction. For children with ADHD, this difference is significant.

Can multisensory online tutoring really engage a child with ADHD?

Yes. Our tutors at The Learnability are experienced in delivering engaging, active multisensory sessions online. We use a range of interactive digital tools that replicate the hands-on elements of multisensory learning effectively in the virtual environment. Many parents of children with ADHD tell us that their children are actually more focused in online one-on-one sessions than in classroom settings — because the one-on-one format removes competing stimuli.

What is the first step to getting multisensory support for my child with ADHD?

Contact The Learnability for a free consultation. We will discuss your child's specific needs, carry out an assessment to understand their profile, and recommend the right program. We offer a free trial session so you can experience our multisensory approach firsthand before committing to a program.

Give Your Child With ADHD the Learning Approach They Deserve

Children with ADHD are not lazy, difficult, or unmotivated. They are children whose brains work differently — and who need a different approach to learning that works with their brain rather than against it. Multisensory learning is that approach. And at The Learnability, it is the foundation of everything we do.

At The Learnability, our specialist tutors deliver personalised, multisensory reading intervention and special needs tutoring online through one-on-one sessions — giving children with ADHD the active, engaging, structured learning experience that helps them thrive.

Book your free trial session today and discover what multisensory learning can do for your child with ADHD.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to help you find the right path forward for your child.

How to Build Reading Confidence in Children

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When a child struggles with reading, the impact goes far beyond the words on the page. It affects how they feel about themselves, how they approach school, and how willing they are to try new things. A child who has experienced repeated failure at reading often develops a belief that they are simply not capable — that reading is something other children can do, but not them.

This loss of confidence is one of the most serious consequences of unaddressed reading difficulties. And it is also one of the most important things to address alongside the reading skills themselves. Because a child who does not believe they can improve will not fully engage with intervention — no matter how good that intervention is.

At The Learnability, building reading confidence is just as central to our work as building reading skills. In this guide we share the most effective strategies for rebuilding a struggling reader's confidence — strategies that parents, tutors, and teachers can all use to help a child believe in themselves again.

Why Reading Confidence Matters So Much

Reading confidence and reading ability are deeply interconnected. A child who believes they can improve will try harder, engage more fully, and persevere through difficulty. A child who has given up believing they can read will avoid practice, disengage from instruction, and miss the opportunities to build the very skills that would prove them wrong.

Psychologists call this a fixed mindset — the belief that ability is fixed and cannot change. Children with dyslexia are particularly vulnerable to developing a fixed mindset about reading because they have experienced what feels like a fundamental inability that does not respond to effort. When a child tries hard and still fails, it is natural to conclude that trying harder is pointless.

Breaking this cycle requires two things happening at the same time. First the child needs to experience genuine, visible progress — moments where they can see that they are improving, that effort is producing results, that they can do something today that they could not do before. Second they need an environment that consistently communicates that their ability is not fixed — that with the right support, reading can and will improve.

At The Learnability, our specialist tutors understand this deeply. Every session is designed not just to teach reading skills but to create the experience of success — so that every child leaves the session feeling more capable than when they arrived.

1. Start Where the Child Is — Not Where They Should Be

One of the most common mistakes in supporting struggling readers is pitching instruction at the level the child is supposed to be at rather than the level they actually are. A nine-year-old reading at a first-grade level needs instruction at their actual reading level — not instruction designed for a nine-year-old. Instruction that is too hard produces failure. Failure destroys confidence.

The right starting point for reading intervention is always the child's current level — regardless of their age or grade. This is why we carry out a thorough assessment at the start of every program at The Learnability. Our Orton-Gillingham Assessment, WIST Assessment, and Lindamood-Bell Assessment identify exactly where a child currently is — so that instruction begins at the right level and every session produces the experience of success.

2. Make Success Visible and Frequent

Confidence grows from the experience of success. For a child who has struggled with reading for years, early wins are enormously important. Structured literacy programs like the Orton-Gillingham approach and the Wilson Reading System are designed with this in mind — they introduce skills in a carefully sequenced order that ensures children experience success at every step before new difficulty is introduced.

Make progress visible to the child. Keep a record of words they can read, sounds they have mastered, books they have finished. Let them see their own progress charted over time. When a child can physically see how far they have come — the list of sounds they now know, the words they can now read automatically — it counteracts the discouraging feeling that nothing is changing.

3. Separate Effort From Outcome in Your Praise

Research by psychologist Carol Dweck has shown that the way we praise children significantly affects their mindset about learning. Praising outcomes — "You are so smart" — actually undermines resilience, because it suggests that ability is fixed and that difficulty is a sign of not being smart. Praising effort and strategy — "I love how hard you worked on that" or "Look at how you figured that out" — builds a growth mindset that helps children persevere through difficulty.

When your child reads something correctly, praise the process. "You sounded that out really carefully — great work." When they make a mistake and try again, praise the persistence. "I love that you didn't give up on that word." This kind of praise communicates that effort matters, that mistakes are part of learning, and that improvement is always possible.

4. Never Let a Reading Session End on Failure

Every reading session — whether at home or with a tutor — should end on a success. If a child is struggling with a particular word or passage, step back to something they can do well before ending the session. This ensures that the child's last emotional experience of reading in that session is one of success rather than failure — which matters enormously for how they feel about the next session.

At The Learnability, our tutors are trained to manage the flow of sessions carefully — introducing challenge when the child is ready and retreating to consolidation when they are struggling — so that every session ends with the child feeling capable and motivated to return.

5. Use Books at the Right Level for Independent Reading

When children choose books that are too hard for their current reading level, every page is a reminder of how much they cannot do. Reading books at the right level — where they can decode most words successfully with a little effort — builds fluency, automaticity, and confidence simultaneously.

This does not mean limiting a child to boring or babyish books. There is a wide range of high-interest, age-appropriate content available at lower reading levels — including non-fiction topics, graphic novels, and books from popular series specifically designed for emerging readers. The goal is to find books your child genuinely wants to read at a level where they can actually read them successfully.

Ask your child's tutor at The Learnability for book recommendations at the right level for your child. We are always happy to suggest titles that match your child's reading level and their personal interests.

6. Talk About Dyslexia Positively and Openly

A child who understands that dyslexia is a neurological difference — not a sign of low intelligence or low effort — is in a much stronger position to maintain confidence in the face of reading difficulty. Many children feel profound relief when dyslexia is explained to them clearly, because it makes sense of something that has confused and distressed them for years.

Share the stories of successful people with dyslexia — entrepreneurs, scientists, artists, actors, and athletes who have achieved great things despite reading difficulties. Help your child see that dyslexia is not a ceiling on their potential — it is a difference that, with the right support, they can work with rather than against.

7. Protect Your Child From Humiliating Reading Experiences

Nothing damages reading confidence faster than being humiliated in front of peers. Being called on to read aloud unprepared in class, being placed in the lowest reading group in a visible way, or having their reading difficulty discussed in front of others — these experiences can set a child's confidence back significantly and are worth actively working to prevent.

Communicate with your child's school about their dyslexia and the accommodations they need. Request that they are not called on to read aloud without preparation. Ask that any reading groupings are managed sensitively. If your child is experiencing significant distress at school related to reading, advocate for them firmly and consistently — and contact The Learnability for support in understanding their rights and the accommodations they are entitled to.

8. Celebrate the Strengths That Dyslexia Does Not Touch

Dyslexia affects reading and spelling. It does not affect creativity, curiosity, problem-solving ability, spatial reasoning, empathy, or the hundreds of other qualities that make a person capable and valuable. Many children with dyslexia have exceptional strengths in these areas — strengths that can be celebrated and built on even while reading skills are being developed.

Make sure your child has regular opportunities to experience success and recognition in areas where they excel — art, sport, music, building, cooking, storytelling, technology. A child who feels genuinely capable and valued in some areas of life is much better equipped to persevere through difficulty in reading than a child whose entire sense of self-worth is tied to academic performance.

9. Model a Positive Attitude Toward Difficulty

Children absorb their parents' attitudes toward challenge and failure. If you model the belief that difficulty is a normal part of learning and that persistence produces progress, your child will absorb that belief. Talk openly about things you find difficult and how you persevere through them. Let your child see you learning something new and struggling with it — and keeping going.

The message your child needs to hear — from you, from their tutor, from their school — is that difficulty is not the end of the story. It is the beginning of the learning. And with the right support, the story always gets better.

10. Partner With a Specialist Tutor Who Builds Confidence Alongside Skills

The right specialist tutor does more than teach reading. They create a relationship with the child in which the child feels safe to try, safe to fail, and safe to succeed. They calibrate challenge carefully so that the child is always working hard enough to grow but not so hard that they are overwhelmed. They communicate consistently that improvement is possible and that the child is making it happen through their effort.

At The Learnability, building reading confidence is at the heart of everything we do. Our tutors are warm, patient, and deeply experienced in working with children who have lost their confidence around reading. We understand that rebuilding that confidence is not a soft extra — it is essential to everything else we are trying to achieve.

If your child is struggling with reading and has lost their confidence, please do not wait. The sooner we can begin building both their skills and their self-belief, the sooner you will see the transformation that every parent of a struggling reader hopes for. Contact The Learnability today — we are ready to help.

Frequently Asked Questions

My child says they are stupid because they cannot read — what should I say?

This is heartbreaking to hear and very common in children with dyslexia. Respond with warmth and clarity — "You are not stupid. Your brain works differently when it comes to reading, and that is something we can work on together. Reading is hard for you right now, but it is getting easier — and I am so proud of how hard you are trying." Then contact The Learnability if you have not already — targeted intervention that produces visible progress is the most powerful antidote to this belief.

How long does it take to rebuild reading confidence?

Confidence rebuilds as skills improve — and as the child begins to experience genuine success in reading. This typically begins within a few weeks of starting the right intervention program. Full restoration of confidence takes longer and is tied to consistent progress over time. The most important thing is to start — every session that ends in success is a brick in the foundation of your child's confidence.

My child refuses to do any reading at home — should I push them?

Pushing a child who is anxious about reading typically makes the anxiety worse. Focus instead on creating positive associations with books through reading aloud, audiobooks, and low-pressure conversations about stories. Share these concerns with your child's tutor at The Learnability — we can suggest specific strategies for making home reading practice feel safer and more enjoyable for your child.

Can online tutoring really build confidence as well as in-person tutoring?

Yes. Many children actually feel more comfortable in online sessions because they are in their own home environment, there are no peers watching, and the one-on-one format means the entire session is about them. At The Learnability, our tutors build strong, warm relationships with their students online and create an environment where children feel safe to try and proud to succeed.

What is the first step to take if my child has lost their reading confidence?

Contact The Learnability for a free consultation. We will listen to your concerns, carry out an assessment to understand your child's specific needs, and design a program that addresses both their reading skills and their confidence. The first step is always the hardest — but it is also the most important.

Every Child Deserves to Feel Capable

Reading confidence is not a luxury — it is a foundation. A child who believes they can learn to read will learn to read. A child who has given up that belief needs both the right specialist support and the right environment to begin believing again.

At The Learnability, we build both. Our specialist tutors deliver personalised, evidence-based reading intervention online through one-on-one sessions that develop reading skills and reading confidence simultaneously — because we know that one without the other is never enough.

Book your free trial session today and take the first step toward helping your child become not just a better reader — but a child who believes they can be.

You can also contact us directly or call us at (310) 218-9466 — we are always here to help.

How Parents Can Support Dyslexia at Home

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When your child is receiving specialist dyslexia tutoring, the sessions themselves are only part of the picture. What happens between sessions — at home, every day — plays an enormous role in how quickly and how fully your child makes progress. Parents who are actively involved in supporting their child's learning between tutoring sessions consistently see better outcomes than those who leave everything to the tutor.

But supporting a child with dyslexia at home does not mean becoming a teacher. It does not mean drilling phonics flashcards at the kitchen table until everyone is exhausted and frustrated. It means creating an environment where your child feels safe, supported, and encouraged — and weaving small, powerful habits into everyday family life that reinforce the skills their tutor is building.

At The Learnability, we work closely with parents throughout every program — sharing what their child is working on and providing practical guidance on how to support learning at home. In this guide we share the most effective ways parents can support their child with dyslexia between tutoring sessions, in plain and practical terms.

1. Read Aloud Together Every Day

One of the most powerful things you can do for a child with dyslexia is read aloud to them every day. This is not a consolation prize for a child who cannot read independently — it is a genuinely valuable activity that builds vocabulary, background knowledge, listening comprehension, and a love of stories, all without the stress of decoding.

When you read aloud to your child, choose books that are slightly above their independent reading level — books they would not be able to read on their own but can fully understand and enjoy when listened to. This exposes them to richer language and more complex ideas than they could access through their own reading, building the knowledge and vocabulary that strong readers rely on.

Read with expression, pause to discuss what is happening, ask questions about the story, and let your child ask questions too. Make it a warm, enjoyable part of the day rather than a reading lesson. The goal is to build a positive relationship with books and stories — which is especially important for children who have come to associate reading with difficulty and frustration.

2. Use Audiobooks Alongside Physical Books

Audiobooks are not cheating. For children with dyslexia, audiobooks are an essential tool that allows them to access stories, information, and ideas that their decoding skills cannot yet reach. A child who listens to audiobooks while following along in the physical book gets double the benefit — hearing the words read fluently while also seeing the text on the page.

Many children with dyslexia discover a genuine love of books through audiobooks — and that love of stories is something to nurture and celebrate. It is the foundation on which a love of reading can be built as decoding skills develop. Services like Learning Ally and Bookshare provide audiobooks specifically for students with reading disabilities, often at no cost with appropriate documentation.

3. Create a Calm and Organised Learning Space

Children with dyslexia often also have difficulties with working memory, organisation, and attention — all of which are made worse by a cluttered, distracting environment. Creating a calm, organised space for reading and homework helps your child focus their limited cognitive resources on the task at hand rather than filtering out environmental distractions.

A simple desk in a quiet corner, good lighting, minimal clutter, and all necessary materials within easy reach can make a significant difference to how productively your child can work. Reduce screen distractions during homework and reading time — television, notifications, and background noise all compete for cognitive resources that your child needs for learning.

4. Never Ask Your Child to Read Aloud Without Preparation

One of the most anxiety-provoking experiences for a child with dyslexia is being asked to read aloud unexpectedly — whether at home or at school. The fear of stumbling over words in front of others, of being seen to struggle, is deeply stressful and can reinforce a child's negative feelings about reading.

At home, never put your child on the spot with unexpected reading. If you want to hear them read aloud, give them time to read a passage silently first — to familiarise themselves with the words before performing. Better yet, read a passage aloud yourself first, modelling fluent reading, and then invite your child to try. This reduces the pressure and makes reading aloud a much more positive experience.

5. Practise the Skills Their Tutor Is Teaching

Ask your child's tutor — at The Learnability, we always share this with parents — what specific skills are being worked on in sessions and how you can reinforce them at home. Short, regular practice of the skills being taught in tutoring sessions significantly accelerates progress.

This does not need to be long or formal. Five to ten minutes of targeted practice each day — reviewing letter sounds, practising word reading, or doing a short spelling activity — is far more effective than an hour of general reading practice. Little and often is the key principle for consolidating new skills in children with dyslexia.

If your child is working with us on the Orton-Gillingham approach or the Wilson Reading System, their tutor will provide specific home practice activities aligned with what is being covered in sessions. Follow these consistently and you will see faster progress.

6. Build Vocabulary Through Conversation

Vocabulary is one of the strongest predictors of reading comprehension. Children who know the meanings of more words understand more of what they read. And the most powerful way to build vocabulary in children is not through flashcards or vocabulary lists — it is through rich, varied, engaging conversation.

Talk with your child about everything — what you are cooking for dinner, how a car engine works, why the sky is blue, what happened in the news. Use interesting and varied language. When you use a word your child does not know, pause and explain it in a natural way rather than making it feel like a lesson. Read interesting non-fiction books and articles aloud and discuss the ideas they contain.

Children with dyslexia often have strong verbal abilities and genuine intellectual curiosity that is masked by their reading difficulties. Stimulating that curiosity through conversation builds the vocabulary and background knowledge that will support their reading comprehension as their decoding skills develop.

7. Celebrate Every Step of Progress

Children with dyslexia work harder than most of their peers to achieve the same reading results. Every word they decode correctly, every sentence they read fluently, every book they finish is a genuine achievement that deserves to be acknowledged and celebrated. Make sure your child knows that you see their effort, you value their progress, and you are proud of them — not just when they succeed, but when they try.

Avoid comparing your child's reading to their siblings or classmates. Dyslexia makes reading harder — that is a neurological fact, not a character flaw. Comparisons to other children, however well-intentioned, can be deeply damaging to a child's self-esteem. Instead compare your child to themselves — to where they were six months ago, to what they could not do that they can do now. Progress relative to their own starting point is the only meaningful measure.

8. Talk Openly About Dyslexia

Many children with dyslexia feel confused, different, and ashamed about their reading difficulties — particularly if those difficulties have not been explained to them in a clear and positive way. Talking openly about dyslexia — what it is, what it means, and what it does not mean — can be enormously relieving and empowering for a child who has been silently wondering why reading is so much harder for them than for their friends.

Explain dyslexia in simple, positive terms. It means their brain works differently when it comes to reading — not better or worse, just differently. Many brilliant, creative, and successful people have dyslexia. With the right support, they can absolutely learn to read well. Emphasise their strengths — the things they are good at, the qualities they have that have nothing to do with reading — and help them build a positive sense of identity that is not defined by their dyslexia.

9. Communicate Regularly With Their Tutor

The more you understand about what your child is learning in their tutoring sessions, the more effectively you can support them at home. At The Learnability, we actively involve parents in their child's progress — sharing session updates, explaining what is being worked on, and providing practical guidance on home support.

If you have questions about your child's progress, concerns about how they are responding to the program, or observations from home that you think are relevant, share them with their tutor. The tutor-parent partnership is one of the most important factors in a child's success in specialist tutoring — and we value it highly.

10. Be Patient and Trust the Process

Progress with dyslexia intervention takes time. The brain needs repeated, consistent exposure to new reading pathways to build and strengthen them. There will be days when your child seems to have forgotten everything they learned the week before. There will be weeks when progress seems to have stalled. This is normal and expected — it does not mean the intervention is not working.

Trust the process, trust the tutor, and keep going. Consistency over time is what produces lasting results. The families who see the most dramatic progress are almost always those who stay committed through the difficult patches rather than stopping and starting in response to short-term fluctuations.

And remember — you are not alone in this. At The Learnability, we are with you and your child every step of the way. Our tutors are here not just to teach your child but to support your whole family through the journey. You can always reach out to us if you have questions or concerns at any point.

Frequently Asked Questions

How much time should my child spend on reading practice at home each day?

For most children with dyslexia, 10 to 15 minutes of focused, structured reading practice each day is more effective than longer, unfocused sessions. The key is consistency — every day is better than occasional long sessions. Ask your child's tutor at The Learnability for specific recommendations based on what your child is working on in sessions.

My child refuses to read at home — what should I do?

Reading refusal is very common in children with dyslexia and is usually a response to the anxiety and frustration that reading produces. Do not force it — that will make the anxiety worse. Instead focus on reading aloud to your child, using audiobooks, and building positive associations with books and stories. As their reading skills improve through tutoring, reading refusal typically reduces naturally.

Should I correct my child every time they misread a word?

No — constant correction is discouraging and increases reading anxiety. Let minor errors pass if they do not change the meaning of what is being read. If an error does change the meaning, gently draw attention to it without criticism: "Let's look at that word again — what sounds do you see?" Ask your tutor at The Learnability for specific guidance on how to handle errors during home reading practice.

Are there apps or games that can help my child with dyslexia at home?

Yes. Several apps and digital tools are designed specifically for children with dyslexia and can provide enjoyable, low-pressure practice of reading and phonics skills at home. Ask your child's tutor at The Learnability for recommendations that align with what your child is working on in sessions.

How can I find out more about supporting my child's dyslexia at home?

The best source of guidance is your child's specialist tutor — at The Learnability we provide parents with regular updates and practical home support advice. You can also contact us directly with any questions and we will be happy to help.

You Are Your Child's Most Important Supporter

No specialist tutor, however skilled, can replicate the impact of a parent who is engaged, encouraging, and consistent in their support. The home environment your child grows up in — the conversations you have, the books you read together, the way you talk about reading and learning — shapes their relationship with literacy in ways that go far deeper than any tutoring session.

You do not need to be a reading specialist to make a profound difference to your child's journey with dyslexia. You just need to be present, patient, and positive — and to partner with the specialist tutors at The Learnability who are doing the technical work of building your child's reading skills.

Book your free trial session today and let us show you how we can work together to support your child's reading journey.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to talk through how we can best support your child and your family.

Can Reading Intervention Improve Comprehension?

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When parents first hear about reading intervention, they often picture it as something that helps children decode words — sound out letters, read more accurately, stop stumbling over unfamiliar words. And while that is certainly part of what reading intervention does, many parents are surprised to discover that the right reading intervention can also make a profound difference to a child's reading comprehension.

If your child struggles to understand what they read — even when they can read the words accurately — you may be wondering whether reading intervention can help. The answer is yes. But the type of intervention matters enormously. Not all reading intervention programs target comprehension, and choosing the wrong program will not produce the results your child needs.

At The Learnability, we specialise in identifying the specific nature of each child's reading difficulty and matching them to the right intervention program. In this guide we explain how reading intervention can improve reading comprehension, what the research shows, and what to look for when choosing the right program for your child.

Understanding Why Reading Comprehension Is Difficult

Before we can answer whether reading intervention improves comprehension, we need to understand why comprehension is difficult in the first place. Reading comprehension difficulties are not all the same — they have different underlying causes, and different causes require different interventions.

When Decoding Is the Problem

For many children, poor reading comprehension is a downstream consequence of poor decoding. When a child has to use so much mental effort to sound out individual words that very little cognitive capacity is left over for understanding meaning, comprehension naturally suffers. These children do not have a comprehension problem per se — they have a decoding problem that is getting in the way of comprehension.

For these children, structured literacy intervention that improves decoding automaticity will directly improve comprehension. As decoding becomes more effortless, more of the brain's resources become available for processing meaning — and comprehension improves as a result. Programs like our Orton-Gillingham tutoring and the Wilson Reading System are highly effective for this profile.

When Concept Imagery Is the Problem

For other children — particularly those who can already decode accurately but still struggle to understand what they read — the problem is not decoding but concept imagery. Concept imagery is the ability to create vivid mental pictures from language. When a child reads a paragraph, a strong concept imager automatically creates a mental movie of what is described. A child with weak concept imagery processes the same paragraph as a string of words without constructing any meaningful picture.

For these children, improving decoding will not improve comprehension because decoding is not the problem. They need targeted intervention that directly develops concept imagery. This is precisely what our Visualizing and Verbalizing program does — and research shows it produces significant improvements in reading comprehension for children with this profile.

When Vocabulary and Background Knowledge Are the Problem

Sometimes comprehension difficulties are related to limited vocabulary or limited background knowledge about the topics being read. A child cannot understand a text about ecosystems if they do not know what an ecosystem is. Reading intervention programs that incorporate vocabulary development and knowledge building can help address this dimension of comprehension difficulty.

When Language Processing Is the Problem

Some children have broader language processing difficulties that affect both their spoken and written language comprehension. These children may struggle to follow multi-step instructions, understand complex sentences, or make inferences from language — whether heard or read. Our special needs tutoring is designed to support children with this more complex profile.

What Does the Research Say?

The research on reading intervention and comprehension is clear and encouraging. Studies consistently show that targeted reading intervention can produce meaningful improvements in reading comprehension — but only when the intervention addresses the right underlying cause of the comprehension difficulty.

Research on the Visualizing and Verbalizing program — the primary comprehension-focused intervention we use at The Learnability — has shown significant improvements in reading and listening comprehension for students who complete the program. Students show improvements not just in standardised comprehension tests but in their ability to retell stories, answer inferential questions, and engage actively with texts.

Research on Orton-Gillingham and Wilson Reading System intervention has consistently shown that improving decoding fluency leads to improvements in reading comprehension for children whose comprehension difficulties are caused by decoding weaknesses. As word recognition becomes more automatic, comprehension naturally improves.

The key finding across all of this research is that the right intervention for the right underlying difficulty produces real and meaningful improvements in reading comprehension. The wrong intervention — however well-delivered — will not produce the same results.

How The Learnability Improves Reading Comprehension

At The Learnability, we take a diagnostic approach to reading comprehension. Before recommending any program, we carry out a thorough assessment to identify exactly what is causing your child's comprehension difficulty. This ensures that every program we recommend is targeting the right underlying skill for that individual child.

For Children Whose Comprehension Is Limited by Decoding

If assessment reveals that your child's comprehension is limited by poor decoding and reading fluency, we begin with a structured literacy program that directly addresses phonological processing and word recognition. Our Orton-Gillingham tutoring, Wilson Reading System, and Seeing Stars program all target different aspects of decoding and fluency, and we select the right program based on your child's specific profile.

As decoding improves and becomes more automatic, we monitor comprehension alongside fluency. For most children with this profile, comprehension improvements follow naturally as the cognitive load of decoding is reduced.

For Children Who Decode Well But Do Not Comprehend

If your child can read words accurately and fluently but cannot understand or remember what they have read, the problem is almost certainly weak concept imagery. Our Visualizing and Verbalizing program directly develops this skill through a carefully structured sequence of activities that teach students to create and communicate vivid mental images from language.

Progress with V&V is typically visible within a few weeks of consistent sessions. Parents regularly describe their child beginning to engage more actively with books — asking questions, making connections, wanting to discuss what they have read. These are signs that concept imagery is developing and that reading comprehension is genuinely improving.

For Children With Both Decoding and Comprehension Difficulties

Some children struggle with both decoding and comprehension. For these children, we typically address decoding first — building the foundational reading accuracy and fluency that comprehension requires. Once decoding has improved sufficiently, we introduce comprehension-focused intervention as needed.

In some cases, we run both programs concurrently — using one program to target decoding and another to target comprehension simultaneously. Our specialists will advise on the right approach for your child's individual profile.

Signs Your Child's Comprehension Is Improving

Reading comprehension improvement does not always show up immediately in test scores. Here are the signs parents can look for in everyday life that indicate comprehension is developing:

  • Your child can retell a story or summarise what they have read in their own words
  • They begin to ask questions about books and show genuine curiosity about the content
  • They can answer comprehension questions more confidently and accurately
  • They notice when something they have read does not make sense and go back to re-read
  • They begin to make connections between what they read and their own experiences
  • They show more engagement and enjoyment when reading
  • They remember what they have read for longer after finishing
  • Their performance on reading comprehension tasks at school improves

At The Learnability, we track these qualitative indicators of comprehension progress alongside formal assessment measures — because we know that the real goal is not just a better test score but a child who genuinely understands and enjoys what they read.

How Long Does It Take for Reading Intervention to Improve Comprehension?

This is one of the most common questions parents ask — and the honest answer is that it depends on several factors including the nature and severity of the underlying difficulty, the child's age, the intensity of sessions, and how consistently the program is followed.

For children whose comprehension is limited by decoding difficulties, comprehension typically begins to improve within two to three months of consistent structured literacy intervention as decoding becomes more automatic.

For children with weak concept imagery receiving Visualizing and Verbalizing intervention, meaningful improvements in comprehension are typically visible within six to ten weeks of consistent sessions. Full development of strong concept imagery takes longer — often six months to a year of sustained intervention — but progress is visible well before the program is complete.

What matters most is consistency. Regular sessions maintained over a sustained period of time produce the best results. Children who attend sessions inconsistently or who stop and start make slower progress and are less likely to consolidate the gains they make.

At The Learnability we work closely with families to ensure sessions are regular and consistent — and we provide guidance on how to reinforce learning between sessions to maximise progress. Contact us to find out more about what to expect for your child specifically.

Frequently Asked Questions

My child reads accurately but has poor comprehension — can intervention help?

Yes. This is a classic profile of weak concept imagery and our Visualizing and Verbalizing program is specifically designed for it. Research shows significant comprehension improvements for children with this profile when they receive targeted concept imagery intervention. Contact us for an assessment to confirm this is the right program for your child.

Will phonics intervention improve my child's comprehension?

It depends on what is causing the comprehension difficulty. If poor decoding is limiting comprehension, then yes — phonics intervention that improves decoding will improve comprehension. If decoding is already adequate and the comprehension difficulty has a different cause, phonics intervention alone will not address the comprehension problem.

Can reading comprehension intervention help with school subjects beyond reading?

Absolutely. Reading comprehension underpins success across all school subjects — science, history, maths word problems, and more. Children who develop strong reading comprehension through intervention typically see improvements across their entire academic performance, not just in reading lessons.

How do I know which type of reading intervention my child needs?

The most reliable way to identify the right intervention is through a proper assessment. At The Learnability, our specialist reading assessments identify exactly what is causing your child's reading difficulty and guide our program recommendations. Contact us to arrange an assessment.

Can reading comprehension intervention be delivered online?

Yes. At The Learnability, we deliver all of our reading intervention programs — including our comprehension-focused Visualizing and Verbalizing program — through one-on-one online sessions. Research and real-world experience both confirm that online delivery is just as effective as in-person for these programs when delivered by a trained specialist.

Help Your Child Truly Understand What They Read

Reading comprehension is the ultimate goal of reading — the ability to understand, engage with, and learn from written text. When a child struggles with comprehension, it affects not just their reading but their entire experience of school and learning. With the right targeted intervention, this can change.

At The Learnability, our specialist tutors deliver personalised, evidence-based reading intervention online through one-on-one sessions. We identify exactly what is causing your child's comprehension difficulty and target it precisely — giving your child the skills they need to truly understand what they read.

Book your free trial session today and take the first step toward helping your child become a true reader — not just a word caller.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to help.

5 Signs Your Child Needs Professional Reading Help

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Every parent hopes that their child's reading difficulties are just a phase — a temporary stumble that will resolve itself with a little more time, a little more practice, and a little more patience. And sometimes, that is exactly what happens. But sometimes it is not. And the longer a parent waits to seek professional help, the harder it becomes to close the gap.

The challenge is knowing when to act. How do you tell the difference between a child who is developing at their own pace and a child who genuinely needs specialist support? At The Learnability, we help parents answer this question every day. In this guide we share the 5 clearest signs that it is time to stop waiting and start getting your child the professional reading help they need.

Sign 1 — Your Child Is Reading Below Grade Level Despite Regular Practice

This is the most straightforward sign — and the one that most parents notice first. If your child has been receiving regular reading instruction at school, practising at home, and still reads significantly below the level expected for their age and grade, something is getting in the way that practice alone cannot fix.

Reading difficulties caused by dyslexia, weak phonological processing, or weak symbol imagery do not improve with more of the same instruction. These children need targeted, structured literacy intervention that directly addresses the underlying cause of their difficulty — not simply more exposure to books and reading activities.

If your child is more than one year behind their expected reading level for their age and the gap is not closing despite effort and practice, it is time to seek professional support. Our reading intervention programs are specifically designed to address the underlying causes of reading difficulties and close the gap efficiently and effectively.

Sign 2 — Your Child Is Avoiding Reading or Becoming Distressed by It

Reading avoidance and reading anxiety are not character flaws or signs of laziness. They are completely understandable responses to a task that feels genuinely, persistently difficult. A child who avoids reading — who suddenly develops a stomachache at reading time, who refuses to read aloud, who becomes angry or tearful when asked to pick up a book — is telling you something important: reading is harder for them than it should be, and they have reached the point where the effort feels overwhelming.

Reading anxiety has a compounding effect. The more a child avoids reading, the less they read, the further behind they fall, and the more anxious they become about reading. Without intervention, this cycle typically gets worse rather than better over time.

If your child is showing consistent distress, avoidance, or emotional reactions around reading, do not wait for it to pass on its own. This is a clear sign that professional support is needed — both to address the underlying reading difficulty and to rebuild your child's confidence and relationship with reading. At The Learnability, our tutors understand the emotional dimension of reading difficulties and create a warm, safe, encouraging environment where children feel supported to try again.

Sign 3 — Your Child's Teacher Has Raised Concerns

Teachers see hundreds of children at different stages of reading development. When a teacher raises a concern about a specific child's reading — particularly when they suggest the child may need additional support or an assessment — it is worth taking seriously.

Teachers are not always the first to identify reading difficulties, particularly in bright children who develop sophisticated coping strategies. But when a teacher does raise a concern, it is because they have observed something that stands out even in the context of all the children they teach. This professional observation is valuable and should not be dismissed or waited out.

If your child's teacher has suggested they may have reading difficulties, dyslexia, or a learning disability — or has recommended additional support or assessment — the right response is to act promptly. Contact The Learnability for a specialist reading assessment and we will give you a clear picture of what is happening and what support your child needs. Our Orton-Gillingham Assessment and WIST Assessment are designed specifically for this purpose.

Sign 4 — Your Child Can Read the Words But Cannot Understand What They Read

This sign catches many parents off guard. If a child reads accurately and at a reasonable speed, it is easy to assume that reading is going well. But if your child cannot tell you what a passage was about, cannot answer comprehension questions, cannot retell a story, or seems to process text as a string of words rather than a meaningful whole — they have a reading comprehension difficulty that needs professional attention.

Reading comprehension difficulties are just as significant as decoding difficulties, but they are often identified later — because the obvious sign of reading difficulty (stumbling over words) is absent. Children who read accurately but do not comprehend what they read are sometimes called word callers, and without targeted intervention their academic performance will suffer across all subjects as the curriculum demands more complex reading and writing.

The Visualizing and Verbalizing program at The Learnability is specifically designed for children with this profile. It develops concept imagery — the ability to create mental pictures from language — which is the foundational cognitive skill that reading comprehension depends on. If your child reads fluently but does not understand, this program could be the breakthrough they need.

Sign 5 — You Have a Family History of Dyslexia or Reading Difficulties

Dyslexia has a strong genetic component. If you, your partner, a sibling, or a close relative has dyslexia or a history of reading or spelling difficulties — even if they were never formally diagnosed — your child has a significantly elevated risk of having dyslexia too. Research suggests that children with a first-degree relative with dyslexia have a 40 to 60 percent chance of also having dyslexia.

This does not mean every child with a family history of dyslexia will definitely have it. But it does mean that if you notice any of the early signs of reading difficulty in your child — and you know dyslexia runs in your family — you should seek professional support sooner rather than later. Do not wait for the difficulties to become severe before acting.

Early identification and early intervention produce the best long-term outcomes. A child with a family history of dyslexia who receives targeted support at age 5 or 6 has a far better reading trajectory than a child who is not identified until age 9 or 10. If this resonates with your situation, contact The Learnability today for a consultation — we can carry out an assessment and put the right support in place before the difficulties become entrenched.

What Happens If You Wait?

We understand why parents wait. Seeking professional help can feel like an admission that something is seriously wrong. It can feel like giving up on the hope that things will improve on their own. And the process of seeking assessment and support can feel daunting and overwhelming when you are already exhausted from worrying about your child.

But the cost of waiting is real. Research is clear that reading difficulties rarely resolve on their own and that the gap between struggling readers and their peers widens over time without intervention. Children who do not receive appropriate reading support by the end of third grade are significantly more likely to remain poor readers through high school. And the emotional and psychological impact of years of struggling — the loss of confidence, the reading anxiety, the negative relationship with school and learning — can be profound and long-lasting.

The right time to act is always now. Whatever your child's age, whatever their current reading level, the right professional support can make a real and lasting difference. It is never too early and it is never too late.

What to Do Next

If you recognise your child in any of the five signs above, here is what we recommend:

  1. Contact The Learnability for a free consultation — our specialists will listen to your concerns and help you understand what your child may need
  2. Consider a specialist reading assessment — our Orton-Gillingham Assessment, WIST Assessment, or Lindamood-Bell Assessment will identify the specific nature of your child's reading difficulties
  3. Start the right intervention program — based on the assessment results, we will recommend the right program from our range including Orton-Gillingham tutoring, the Wilson Reading System, the Seeing Stars program, or Visualizing and Verbalizing
  4. Stay consistent — commit to regular sessions and stay involved in your child's progress

You can also explore our full range of reading intervention programs and special needs tutoring services on our website.

Frequently Asked Questions

My child is only 5 — is it too early to seek professional reading help?

It is never too early. In fact the earlier support begins the better. At age 5 we focus on building phonological awareness and language foundations through programs like our Talkies program. Early intervention at this stage can make an enormous difference to a child's reading trajectory.

My child's school says they will catch up — should I wait?

Research strongly advises against waiting. Reading difficulties rarely resolve on their own and the gap widens over time without intervention. Seeking professional support is always a responsible step regardless of what the school believes. You know your child best.

How quickly will my child improve with professional reading support?

Progress depends on the individual child, the severity of their difficulties, and the intensity of sessions. Many children show meaningful improvement within a few months of consistent, targeted intervention. Our specialists will give you a realistic picture of what to expect after an initial assessment.

What is the difference between a reading tutor and a specialist reading intervention provider?

A general reading tutor provides reading practice and homework help. A specialist reading intervention provider — like The Learnability — uses evidence-based, structured literacy programs to directly address the underlying causes of reading difficulties. For children with dyslexia or significant reading difficulties, specialist intervention is what produces lasting results.

How do I book a consultation with The Learnability?

Simply contact us through our website or call us at (310) 218-9466. We offer a free initial consultation and a free trial session so you can experience our approach before committing to a program.

Your Child Does Not Have to Keep Struggling

Reading difficulties do not have to define your child's relationship with learning. With the right professional support, children who have struggled for years can make real, lasting progress — in their reading skills, their confidence, and their enjoyment of learning.

At The Learnability, our specialist tutors are ready to help your child take that step. We deliver personalised, evidence-based reading intervention online through one-on-one sessions — giving your child expert support wherever you are in the United States.

Book your free trial session today and take the first step toward giving your child the reading support they need and deserve.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to help.

How to Choose a Reading Intervention Program

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If you have been researching reading intervention programs for your child, you have probably already discovered that there are a lot of options. Orton-Gillingham. Wilson Reading System. Lindamood-Bell. Seeing Stars. Visualizing and Verbalizing. Barton. All in all it can feel overwhelming — especially when you are already worried about your child and just want to find the right answer as quickly as possible.

The truth is that there is no single "best" reading intervention program that works for every child. The right program depends on your child's specific profile of strengths and difficulties, their age, their current reading level, and the underlying cause of their reading challenges. Choosing the wrong program — or a program that is not grounded in the right principles — can mean months of effort without meaningful progress.

At The Learnability, helping families navigate exactly this decision is something we do every day. In this guide we will explain what to look for in a reading intervention program, how different programs target different skills, and how to make sure your child gets the right support from the very beginning.

Step 1 — Understand What Is Causing Your Child's Reading Difficulty

Before you can choose the right reading intervention program, you need to understand what is causing your child's reading difficulty. Reading difficulties are not all the same — they have different underlying causes, and different programs target different underlying skills.

The most common underlying causes of reading difficulty include:

Phonological Processing Weakness

This is the most common cause of reading difficulty and the core deficit in dyslexia. Children with weak phonological processing struggle to connect letters to their corresponding sounds, decode unfamiliar words, and build the word recognition that fluent reading requires. Programs that target phonological processing — such as the Orton-Gillingham approach and the Wilson Reading System — are most effective for these children.

Weak Symbol Imagery

Some children have adequate phonological processing but struggle to visualise letters and words as mental pictures — a skill called symbol imagery. These children may be able to sound out words but never develop automatic word recognition. They read slowly and inconsistently even after months of phonics practice. The Seeing Stars program directly targets symbol imagery and is specifically designed for this profile.

Weak Concept Imagery

Children who read accurately and fluently but cannot understand or remember what they have read have weak concept imagery — the ability to create mental pictures from language. This is a comprehension difficulty rather than a decoding difficulty, and it requires a different intervention. The Visualizing and Verbalizing program is the gold-standard intervention for this profile.

Early Language Difficulties

Some children — particularly younger children — have foundational language difficulties that affect their readiness for reading. These children need language-based intervention before or alongside reading instruction. Our Talkies program is specifically designed for young children who need to build language foundations before reading begins.

The most reliable way to identify the underlying cause of your child's reading difficulty is through a proper assessment. At The Learnability, we offer the Orton-Gillingham Assessment, WIST Assessment, and Lindamood-Bell Assessment — each designed to pinpoint the specific nature of your child's difficulties and guide our program recommendations.

Step 2 — Make Sure the Program Is Grounded in Structured Literacy

Regardless of which specific program you choose, the most important thing to look for is whether it is grounded in structured literacy — the approach that decades of research consistently identifies as most effective for children with reading difficulties.

A structured literacy program must be:

  • Explicit — every concept is taught directly and clearly, nothing is left to chance or assumed
  • Systematic — skills are introduced in a planned sequence from simple to complex
  • Sequential — each new skill builds on what has already been mastered
  • Cumulative — previously learned skills are regularly reviewed and reinforced
  • Multisensory — learning engages seeing, hearing, saying, and touching simultaneously
  • Diagnostic — instruction is continuously adjusted based on the child's responses

Programs that do not meet these criteria — no matter how popular or well-marketed they are — are unlikely to produce lasting results for children with dyslexia or significant reading difficulties. All of the programs we offer at The Learnability are grounded in structured literacy principles and endorsed by the International Dyslexia Association.

Step 3 — Match the Program to Your Child's Age and Level

Different programs are designed for different ages and reading levels. Choosing a program that is appropriate for your child's current developmental stage is important for both effectiveness and engagement.

For Young Children (Ages 3 to 7)

Young children who are showing early signs of language delay or pre-reading difficulties benefit most from programs that build foundational language and phonological awareness skills. Our Talkies program is specifically designed for this age group, building the concept imagery and language foundations that reading depends on.

For Early Readers (Ages 5 to 9)

Children in the early stages of reading instruction who are struggling with decoding and phonics benefit most from phonologically based structured literacy programs. Our Orton-Gillingham tutoring and Seeing Stars program are both highly effective for this age group.

For Older Struggling Readers (Ages 9 to 18)

Older children and teenagers who are reading significantly below grade level often need a more intensive intervention that addresses both decoding and fluency. The Wilson Reading System is specifically designed for students from grade 2 upward who have not responded to standard reading instruction and need a highly structured, intensive program to close the gap.

For Children With Comprehension Difficulties

Children at any age who read accurately but struggle to understand what they read need a comprehension-focused intervention. Our Visualizing and Verbalizing program is appropriate from around age 5 upward and has been used successfully with teenagers and adults as well.

Step 4 — Choose One-on-One Tutoring Over Group Programs

Research consistently shows that one-on-one tutoring produces significantly better outcomes for children with reading difficulties than group instruction. In a one-on-one session, every minute of instruction is focused entirely on your child — their specific needs, their current level, and their pace of progress. The tutor can adjust in real time based on what the child needs, rather than following a pace set by the group.

Group reading programs — even well-designed ones — simply cannot provide the level of individualisation that children with significant reading difficulties need. When choosing a reading intervention program for your child, always prioritise one-on-one delivery over group formats.

At The Learnability, all of our programs are delivered through personalised one-on-one online sessions. Every session is tailored to the individual child — because we know that one-on-one instruction is what makes the difference.

Step 5 — Look for Qualified and Experienced Tutors

The best reading intervention program in the world will not produce results if it is not delivered by a qualified, experienced tutor. When evaluating a reading intervention provider, ask:

  • What training do your tutors have in structured literacy?
  • Are your tutors trained in the specific program they will be delivering?
  • How much experience do your tutors have working with children with dyslexia?
  • How do you match tutors to individual children?
  • How do you monitor progress and adjust programs over time?
  • How do you keep parents informed and involved?

At The Learnability, our tutors are trained specialists in structured literacy who have extensive experience working with children with dyslexia and reading difficulties. We match every child to the right tutor and the right program based on a thorough assessment of their individual needs.

Step 6 — Be Realistic About Time and Commitment

Reading intervention is not a quick fix. Meaningful, lasting progress requires consistent sessions over a sustained period of time. Before committing to a program, be realistic about:

  • Frequency — most children with significant reading difficulties need at least two sessions per week for meaningful progress
  • Duration — most programs require a minimum commitment of several months before the full benefits are seen
  • Practice between sessions — reinforcing what is learned in sessions through regular home practice significantly accelerates progress
  • Patience — progress is real but takes time. Celebrate every step forward, however small

Families who commit to consistent, regular sessions and stay engaged in their child's progress consistently see the best results. At The Learnability, we work closely with parents throughout the program to keep them informed and involved — because we know that parental engagement is one of the strongest predictors of a child's success.

A Quick Guide to Choosing Between Programs

If you are still unsure which program might be right for your child, this quick guide may help:

Not sure which fits your child? Contact The Learnability for a free consultation and we will help you identify the right starting point.

Frequently Asked Questions

Does my child need an assessment before starting a reading intervention program?

We strongly recommend starting with an assessment. Without understanding the specific nature of your child's reading difficulties, there is a real risk of choosing the wrong program — which wastes time and can be discouraging for both the child and the family. Our assessments are designed to give a clear picture of your child's needs and guide the right program recommendation.

Can my child do more than one program at the same time?

Yes. Some children benefit from a combination of programs targeting different skills simultaneously — for example, Seeing Stars for fluency alongside Visualizing and Verbalizing for comprehension. Our specialists will advise on the right combination and sequencing based on your child's individual profile.

How long will my child need reading intervention?

This depends on the severity of the difficulty, the child's age, the intensity of sessions, and how consistently the program is followed. Some children make significant progress within a few months. Others benefit from longer-term support. Our specialists will give you a realistic picture of what to expect after an initial assessment.

What if the program is not working?

If a child is not making expected progress, the right response is to reassess — not to simply continue with the same approach. At The Learnability, we monitor progress continuously and are not afraid to adjust or change programs if the evidence suggests a different approach would be more effective for your child.

Is The Learnability's tutoring covered by insurance or SDP funding?

We accept SDP (Student Development Program) funding and can provide documentation to support insurance claims where applicable. Contact us for more information about funding options for your child's tutoring.

Let Us Help You Find the Right Program for Your Child

Choosing the right reading intervention program is one of the most important decisions you will make for your child's education. Get it right and the results can be transformative. Get it wrong and months can pass without the progress your child deserves.

At The Learnability, we take the guesswork out of this decision. We begin with a thorough assessment, recommend the right program for your child's individual profile, and deliver expert, one-on-one online tutoring that gets results.

Book your free trial session today and take the first step toward finding the right reading support for your child.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to guide you through the options and help you make the right choice for your child.

Is Online Dyslexia Tutoring Effective?

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When parents first consider online tutoring for their child's dyslexia, one question comes up almost every time: can it really work as well as in-person tutoring? It is a fair and important question. Dyslexia support is not something any parent wants to compromise on — and the idea of a screen standing between your child and their tutor can feel like a barrier.

The good news is that the research and real-world experience both tell the same story: online dyslexia tutoring can be just as effective as in-person tutoring — and for many families, it is actually the better option. In this guide we will explain why, what the evidence shows, and what to look for when choosing an online dyslexia tutor for your child.

At The Learnability, we have been delivering specialist dyslexia tutoring online for years. We see the results every day — children who have struggled for years making real, lasting progress through one-on-one online sessions with our specialist tutors.

What Does the Research Say About Online Dyslexia Tutoring?

The research on online learning has expanded significantly in recent years, and the findings are consistently encouraging for families considering online dyslexia support.

A growing body of evidence shows that structured literacy intervention — the type of teaching that research consistently identifies as most effective for dyslexia — can be delivered just as effectively online as in person, provided it is delivered by a trained specialist in a one-on-one format. The key factors that determine the effectiveness of dyslexia intervention are the quality of the instruction, the expertise of the tutor, and the consistency of the sessions — not whether the sessions happen in a room or on a screen.

Studies on remote learning for students with reading difficulties have found that children make comparable progress in online structured literacy programs to those receiving the same instruction in person. The multisensory elements of programs like Orton-Gillingham and the Wilson Reading System — which involve seeing, hearing, saying, and manipulating letters and sounds — can all be effectively replicated in a well-designed online environment.

Why One-on-One Online Tutoring Works So Well for Dyslexia

Dyslexia support is most effective when it is personalised, systematic, and consistent. These are precisely the conditions that one-on-one online tutoring is best placed to provide.

Every Minute Is Focused on Your Child

In a classroom or even a small group tutoring session, a significant proportion of the time is spent on transitions, waiting for others, or content that is not directly relevant to your child's specific needs. In a one-on-one online session, every single minute is focused entirely on your child — their current level, their specific difficulties, their pace of progress. This intensity of focus is one of the most important factors in effective dyslexia intervention.

Sessions Can Be Tailored Precisely

Every child with dyslexia has a unique profile of strengths and difficulties. One child may have strong phonological awareness but weak symbol imagery. Another may have good decoding skills but poor reading fluency. A one-on-one online tutor can tailor every session precisely to the individual child — adjusting the pace, the focus, and the materials in real time based on what the child needs in that moment.

No Travel — More Consistency

One of the most important factors in dyslexia intervention is consistency — regular sessions over a sustained period of time. Online tutoring removes the barriers of travel, traffic, and scheduling conflicts that can make consistent in-person tutoring difficult for busy families. When sessions are easier to attend, children attend more regularly — and regular attendance is directly linked to better outcomes.

Children Often Feel More Comfortable Online

Many children with dyslexia have experienced embarrassment or anxiety around their reading difficulties in school or group settings. The one-on-one online environment — learning at home, in a familiar space, with a tutor who is focused entirely on them — can feel less intimidating and more safe than a classroom or clinic setting. This comfort can make children more willing to try, to make mistakes, and to engage fully in the session.

Can Multisensory Teaching Work Online?

The most effective dyslexia interventions are multisensory — they engage seeing, hearing, saying, and touching simultaneously. This is one of the most common concerns parents have about online tutoring: can multisensory teaching really work through a screen?

The answer is yes — with the right approach and the right tools. At The Learnability, our tutors use a range of interactive digital tools that bring the multisensory elements of our programs to life in the online environment. Students tap sounds on their fingers, work with virtual letter tiles, practise writing in the air, and engage with colourful, interactive materials — all through the screen, all just as effectively as in person.

The key is that the tutor knows how to adapt the multisensory elements of the program for the online environment — and that is exactly what our specialist tutors at The Learnability are trained to do.

What Makes an Effective Online Dyslexia Tutor?

Not all online tutoring is equal. The effectiveness of online dyslexia tutoring depends enormously on the expertise of the tutor and the quality of the program being used. Here is what to look for:

Training in Structured Literacy

An effective dyslexia tutor must be trained in structured literacy — the explicit, systematic, multisensory approach that research consistently shows is most effective for dyslexia. This includes approaches such as the Orton-Gillingham approach, the Wilson Reading System, and Lindamood-Bell programs. A tutor who uses general reading activities or whole-language approaches is unlikely to produce the same results for a child with dyslexia.

Experience with Dyslexia Specifically

Dyslexia is a specific learning difficulty with specific underlying causes — primarily phonological processing weaknesses. An effective tutor understands the neuroscience of dyslexia, knows how to identify the specific profile of each child, and knows how to adjust their teaching based on what they observe. General teaching experience is not the same as specialist dyslexia expertise.

A Diagnostic and Responsive Approach

Effective dyslexia tutoring is not about following a script — it is about continuously assessing the child's understanding and adjusting the teaching accordingly. A good online dyslexia tutor pays close attention to how the child is responding in every session and makes real-time adjustments to ensure the child is always working at exactly the right level.

Strong Rapport with the Child

Children with dyslexia have often experienced significant frustration and low confidence around reading. An effective online tutor creates a warm, encouraging, and patient environment where the child feels safe to try and safe to make mistakes. The relationship between tutor and student is one of the most important factors in the child's engagement and progress.

Regular Communication with Parents

Parents play an important role in supporting their child's progress between sessions. An effective online dyslexia tutor keeps parents informed about what their child is working on, what progress they are making, and how parents can reinforce the learning at home.

At The Learnability, all of our tutors meet these standards. We are trained in structured literacy, experienced with dyslexia, and committed to building strong relationships with both our students and their families. You can learn more about our approach or contact us directly to speak with a specialist.

What Programs Does The Learnability Offer Online?

At The Learnability, we offer a comprehensive range of structured literacy programs delivered entirely online through personalised one-on-one sessions:

Every program begins with a thorough assessment to ensure we recommend exactly the right intervention for your child's individual profile. We also offer specialist reading assessments including our Orton-Gillingham Assessment, WIST Assessment, and Lindamood-Bell Assessment.

What Results Can Parents Expect?

The results of effective online dyslexia tutoring go beyond reading scores. Parents whose children work with The Learnability consistently report changes that transform their child's relationship with reading and learning:

  • Improved reading accuracy and fluency
  • Better spelling and writing skills
  • Stronger reading comprehension
  • Increased confidence and willingness to read
  • Reduced reading anxiety and school avoidance
  • More positive attitude toward learning generally

Progress depends on the individual child, the severity of their difficulties, the intensity of sessions, and the consistency of attendance. What we can say with confidence is that structured literacy intervention delivered consistently by a specialist tutor produces real, measurable, and lasting improvements for the vast majority of children with dyslexia.

Frequently Asked Questions

Is online tutoring suitable for young children with dyslexia?

Yes. We work with children from around age 5 upward in online sessions. Our tutors are experienced in keeping young children engaged and motivated in the online environment, using colourful, interactive tools and a warm, encouraging approach that makes sessions feel enjoyable rather than like hard work.

What technology does my child need for online sessions?

A computer, tablet, or laptop with a camera, microphone, and stable internet connection is all that is needed. Our tutors use a range of online platforms and tools that work across different devices. We will guide you through the setup before your first session.

How often should my child have sessions?

For most children with dyslexia, we recommend a minimum of two sessions per week for meaningful progress. More frequent sessions, particularly in the early stages of intervention, produce faster results. Our specialists will recommend the right frequency based on your child's needs and your family's schedule.

How do I know if online tutoring is working for my child?

Our tutors monitor progress continuously and share regular updates with parents. We also carry out periodic reassessments to measure progress formally and adjust the program as needed. You will see changes in your child's reading and in their confidence and attitude toward reading over time.

How do I get started with online dyslexia tutoring at The Learnability?

The first step is to contact us for a free consultation. We will discuss your child's needs, answer your questions, and recommend the right next steps. We offer a free trial session so you and your child can experience our approach before committing to a program.

Give Your Child Expert Dyslexia Support — Wherever You Are

Online dyslexia tutoring is not a compromise — it is a genuinely effective, convenient, and accessible way to give your child the specialist support they need. With the right tutor, the right program, and the right level of consistency, children with dyslexia can make remarkable progress through online sessions.

At The Learnability, our specialist tutors are ready to support your child from the very first session. We deliver expert, evidence-based dyslexia tutoring online through personalised one-on-one sessions — giving your child the best possible support wherever you are in the United States.

Book your free trial session today and discover what expert online dyslexia tutoring can do for your child.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to answer your questions and help you find the right path forward for your child.

How to Get a Learning Disability Evaluation

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If you have been watching your child struggle in school — with reading, writing, spelling, or maths — and you have a persistent feeling that something more than lack of effort or slow development is at play, you may be wondering how to get answers. A learning disability evaluation is the most reliable way to find out exactly what is affecting your child's learning and what support they need.

But for many parents, the process feels confusing and overwhelming. Who do you contact? What does the evaluation involve? How much does it cost? How long does it take? And what happens after you have the results?

At The Learnability, we support families through this process every day. In this guide we will walk you through everything you need to know about getting a learning disability evaluation for your child in the United States — step by step, in plain language.

What Is a Learning Disability Evaluation?

A learning disability evaluation — also called a psychoeducational assessment or educational psychology assessment — is a comprehensive assessment carried out by a qualified professional to identify whether a child has a learning disability and, if so, what the nature and extent of that disability is.

A thorough evaluation typically assesses:

  • Cognitive ability — overall intellectual ability and specific areas of strength and weakness
  • Academic achievement — reading, writing, spelling, and maths performance relative to grade level expectations
  • Phonological processing — the ability to hear and manipulate sounds in words, which is the core deficit in dyslexia
  • Working memory — the ability to hold and process information in the short term
  • Processing speed — the ability to perform cognitive tasks quickly and automatically
  • Language processing — the ability to understand and use spoken and written language
  • Attention and executive function — the ability to focus, organise, and manage tasks

The results of a learning disability evaluation give you and your child's school a detailed picture of what is going on — what your child finds difficult, why they find it difficult, and what kind of support is most likely to help them.

At The Learnability, we offer specialist reading assessments including our Orton-Gillingham Assessment, WIST Assessment, and Lindamood-Bell Assessment — each designed to identify the specific nature of a child's reading and language difficulties and guide our intervention recommendations.

Who Can Carry Out a Learning Disability Evaluation?

In the United States, learning disability evaluations can be carried out by several different types of qualified professionals:

Educational Psychologists

Educational psychologists are the most common professionals who carry out comprehensive learning disability evaluations. They are trained to assess cognitive ability, academic achievement, and specific learning difficulties. They can diagnose learning disabilities including dyslexia, dyscalculia, and dysgraphia, and provide detailed recommendations for educational support.

Clinical Psychologists

Clinical psychologists with expertise in learning disabilities can also carry out comprehensive evaluations, particularly when there are questions about co-occurring conditions such as ADHD, anxiety, or autism spectrum disorder.

Neuropsychologists

Neuropsychologists specialise in the relationship between brain function and behaviour. They carry out particularly detailed evaluations and are especially useful when a child has complex or overlapping difficulties, or when a neurological condition may be contributing to learning difficulties.

School Psychologists

School psychologists employed by public schools can carry out evaluations as part of the special education eligibility process. These evaluations are free for families but may have limitations in terms of the depth of assessment provided and the time taken to arrange them.

Specialist Reading Assessors

Professionals trained in specific reading assessment tools — such as the Orton-Gillingham approach, the Wilson Assessment of Decoding and Encoding, or the WIST — can provide targeted reading assessments that identify the specific nature of a child's reading difficulties and guide the right intervention. This is the type of assessment we offer at The Learnability.

Two Routes to a Learning Disability Evaluation in the US

In the United States, there are two main routes to getting a learning disability evaluation for your child: through the public school system, or privately. Each has advantages and disadvantages.

Route 1 — Through the Public School System (Free)

Under the Individuals with Disabilities Education Act (IDEA), all public schools in the United States are required to evaluate children who are suspected of having a disability that affects their education — at no cost to families. This is an important right that many parents are not aware of.

To access a school evaluation, you need to submit a written request to your child's school. The school then has 60 days to complete the evaluation (the exact timeline varies by state). If the evaluation confirms a learning disability, your child becomes eligible for an Individualized Education Program (IEP) — a personalised plan that outlines the support and accommodations the school must provide.

The advantages of the school evaluation route are that it is free and, if a disability is identified, it triggers legally enforceable rights to educational support. The disadvantages are that it can take a long time, the depth of assessment is sometimes limited, and the recommendations may be constrained by what the school is able to provide rather than what would be most beneficial for your child.

Route 2 — Private Evaluation

A private evaluation is carried out by an independent professional outside the school system. It typically provides a more comprehensive and detailed assessment than a school evaluation, and the results are available much more quickly — often within a few weeks rather than months.

Private evaluations are not free, but the results carry significant weight — both with schools (who are required to consider private evaluations when making decisions about a child's educational support) and with private tutoring providers like The Learnability, who use assessment results to design the most effective intervention program for each child.

The cost of a private psychoeducational evaluation in the United States typically ranges from $1,500 to $5,000 depending on the type of assessment, the professional carrying it out, and the location. Some health insurance plans cover part of the cost — it is worth checking your policy.

How to Request a School Evaluation — Step by Step

If you want to pursue the free school evaluation route, here is exactly what to do:

Step 1 — Put your request in writing

Write a letter or email to your child's principal or special education coordinator requesting a full evaluation for a suspected learning disability. Be specific about your concerns — describe the difficulties you have observed and how long they have been present. Keep a copy of everything.

Step 2 — Know your rights

The school has 60 days from receipt of your written request to complete the evaluation (this varies by state — some states have shorter timelines). They cannot refuse to evaluate your child without providing a written explanation. If they refuse, you have the right to challenge that decision.

Step 3 — Provide consent

Before the evaluation can begin, the school will ask you to sign a consent form. Read it carefully and make sure you understand what assessments will be carried out.

Step 4 — Attend the results meeting

Once the evaluation is complete, the school will invite you to a meeting to discuss the results. You have the right to bring a support person — a friend, advocate, or professional — to this meeting. Ask for a copy of the full evaluation report.

Step 5 — Understand the next steps

If the evaluation identifies a learning disability, the school will convene an IEP meeting to develop your child's educational support plan. If you disagree with the results or the proposed support, you have the right to request an independent evaluation at the school's expense.

What Happens After the Evaluation?

Once you have the results of a learning disability evaluation, you are in a much stronger position to get your child the right support. Here is what typically happens next:

If a Learning Disability Is Identified

A confirmed diagnosis of dyslexia, dyscalculia, dysgraphia, or another learning disability opens the door to both school-based support (through an IEP or 504 plan) and private intervention. It also helps your child understand themselves — knowing why reading or maths has always been harder for them can be enormously relieving and empowering.

If No Learning Disability Is Identified

An evaluation that does not confirm a specific learning disability is still valuable — it rules out certain explanations and may point toward other factors affecting your child's learning, such as anxiety, attention difficulties, or gaps in their educational experience. It also does not mean your child cannot benefit from targeted support.

Choosing the Right Intervention

The evaluation results will guide which intervention programs are most appropriate for your child. At The Learnability, we use assessment results to recommend the right program from our range — whether that is Orton-Gillingham tutoring, the Wilson Reading System, the Seeing Stars program, Visualizing and Verbalizing, or another program from our reading intervention portfolio.

What If I Cannot Afford a Private Evaluation?

If cost is a concern, there are several options to explore:

  • Request a free school evaluation — as described above, this is your legal right under IDEA
  • Check your health insurance — some plans cover psychoeducational evaluations, particularly when carried out by a clinical psychologist
  • Ask about university clinics — many universities with educational psychology or school psychology programs offer evaluations at reduced cost as part of their training programs
  • Contact your state's Parent Training and Information Center — these federally funded centers provide free advocacy support and can help you navigate the evaluation process
  • Consider a specialist reading assessment — a focused reading assessment from a specialist like those at The Learnability is less expensive than a full psychoeducational evaluation and can provide the information needed to begin targeted reading intervention

Frequently Asked Questions

Does my child need a diagnosis before starting reading intervention?

No. A formal diagnosis is not required to begin reading intervention at The Learnability. If you have concerns about your child's reading, you can start with one of our specialist reading assessments and begin intervention based on those results. A formal psychoeducational evaluation provides additional information but is not a prerequisite for support.

How long does a learning disability evaluation take?

A school evaluation must be completed within 60 days of your written request in most states. A private evaluation typically takes one to three sessions of assessment, with results available within two to four weeks of the final session.

What is the difference between an IEP and a 504 plan?

An IEP (Individualized Education Program) is for children who need specialised instruction and services to access their education. A 504 plan provides accommodations — such as extra time on tests or preferential seating — for children whose disability affects their learning but who do not need specialised instruction. Both are available under federal law to children with identified disabilities.

My child's school says they don't qualify for an evaluation — what can I do?

If the school refuses to evaluate your child, they must provide a written explanation. You have the right to challenge this decision through mediation or due process. Contact your state's Parent Training and Information Center for free advocacy support. You also have the right to pursue a private evaluation independently.

Can The Learnability help me understand my child's evaluation results?

Yes. Our specialists are experienced in interpreting learning disability evaluation results and translating them into practical intervention recommendations. Contact us with your child's evaluation report and we will help you understand what it means and what support would be most beneficial.

Take the First Step Toward Getting Your Child the Right Support

A learning disability evaluation is not something to fear — it is one of the most powerful things you can do for your child. It provides answers, opens doors, and gives you and your child's educators the information needed to provide the right support. The sooner you act, the sooner your child can begin getting the help they need.

At The Learnability, we offer specialist reading assessments and personalised one-on-one online tutoring programs for children with dyslexia, reading difficulties, and other learning disabilities. Whether you are at the beginning of the evaluation journey or you already have results and are looking for the right intervention, we are here to help.

Book your free trial session today and take the first step toward giving your child the support they deserve.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to guide you through the process.

Reading Fluency vs Comprehension: Key Differences

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If your child can read a page of text out loud without stumbling over words, but then cannot tell you a single thing about what they just read — you are not imagining a problem. What you are witnessing is one of the most misunderstood distinctions in reading development: the difference between reading fluency and reading comprehension.

Many parents — and even some teachers — assume that if a child can read the words, they must be understanding them. But reading fluency and reading comprehension are two separate skills, powered by two different sets of cognitive abilities. A child can be strong in one and weak in the other. And without understanding this distinction, children often go without the right support for years.

At The Learnability, we work with children every day who have exactly this profile. In this guide we explain what reading fluency and reading comprehension are, how they differ, why a child can have one without the other, and what parents can do when either skill is weak.

What Is Reading Fluency?

Reading fluency is the ability to read text accurately, quickly, and with appropriate expression. A fluent reader recognises words automatically — without having to stop and sound them out — and reads at a pace that sounds natural and conversational. Fluency is what makes reading feel effortless rather than laboured.

There are three core components of reading fluency:

Accuracy

Accuracy means reading the correct words on the page without substituting, omitting, or misreading them. A child with poor accuracy may read "horse" as "house" or skip words entirely, changing the meaning of what they are reading. Accuracy is the foundation of fluency — without it, neither speed nor expression is possible.

Speed (Reading Rate)

Reading rate refers to how quickly a child can read a passage of text. A child who reads very slowly is using significant cognitive effort to decode each word — effort that should be available for understanding meaning. When decoding is not automatic, reading feels effortful and slow, and comprehension suffers as a result.

Expression (Prosody)

Prosody is the ability to read with appropriate rhythm, tone, and expression — pausing at commas, raising pitch at question marks, and conveying the emotional tone of the text. A child who reads in a flat, robotic monotone — even if they read accurately — is showing signs of limited fluency. Prosody reflects a child's understanding of the text as language, not just as a sequence of sounds.

Reading fluency develops primarily through the automatisation of word recognition — the ability to instantly recognise words as whole units without conscious decoding effort. This is the skill developed by our Seeing Stars program, which builds symbol imagery — the mental visualisation of letters and words that underlies automatic word recognition.

What Is Reading Comprehension?

Reading comprehension is the ability to understand, interpret, and make meaning from written text. It is the ultimate purpose of reading — the reason we read in the first place. A child who comprehends what they read can retell a story, answer questions about a passage, make inferences, identify the main idea, and connect what they read to their own knowledge and experience.

Reading comprehension depends on a wide range of cognitive skills including:

  • Vocabulary knowledge — understanding the meaning of individual words
  • Background knowledge — having enough prior knowledge to make sense of the content
  • Language comprehension — understanding how sentences and paragraphs convey meaning
  • Concept imagery — the ability to create vivid mental images from language
  • Working memory — holding earlier parts of a text in mind while reading later parts
  • Inferencing — reading between the lines and understanding implied meaning
  • Metacognition — monitoring your own understanding as you read

The most critical of these for many children who struggle with comprehension is concept imagery — the ability to create a mental movie from language. This is the core skill developed by our Visualizing and Verbalizing program, which directly addresses weak reading comprehension even when a child reads accurately and fluently.

How Are Reading Fluency and Comprehension Related?

Reading fluency and reading comprehension are closely connected — but they are not the same thing, and one does not automatically produce the other.

The relationship works like this: when a child has to use significant mental effort to decode individual words, there is very little cognitive capacity left over for understanding meaning. Think of the brain as having a limited amount of processing power. If most of that power is consumed by figuring out what the words say, almost none is available for thinking about what the words mean.

This is why improving fluency often leads to improvements in comprehension — not because fluency teaches comprehension, but because it frees up the cognitive resources needed for comprehension to happen. When word recognition becomes automatic, the brain can focus on meaning.

However — and this is the crucial point — fluency does not guarantee comprehension. A child can develop excellent word recognition and read quickly and accurately, while still having a significant weakness in the cognitive skills that comprehension requires. When this happens, improving fluency alone will not fix the comprehension problem. The underlying cognitive weakness needs to be directly addressed.

Can a Child Have Good Fluency But Poor Comprehension?

Yes — and this is far more common than most parents and teachers realise. Children with good fluency but poor comprehension are sometimes called word callers — they can call out the words on the page accurately and at a reasonable speed, but they are not constructing meaning from what they read.

This profile is particularly common in children who have strong phonological processing skills — they have learned to decode efficiently — but weak concept imagery or limited vocabulary and background knowledge. They may have sailed through early reading instruction, which focuses heavily on decoding, only to hit a wall in upper primary school when the reading demands shift from learning to read to reading to learn.

Signs your child may have good fluency but poor comprehension include:

  • Reads aloud accurately and at a normal speed but cannot retell what they read
  • Struggles to answer comprehension questions even on texts they have just read
  • Cannot identify the main idea of a passage
  • Finds it hard to make inferences or read between the lines
  • Does not notice when something they have read does not make sense
  • Performs well on spelling and word reading tests but poorly on comprehension tasks
  • Dislikes reading despite being able to read accurately

If this sounds familiar, our Visualizing and Verbalizing program is specifically designed for this profile. It directly develops the concept imagery skills that comprehension depends on, transforming passive word recognition into active meaning-making. Contact The Learnability to find out if this program is right for your child.

Can a Child Have Poor Fluency But Good Comprehension?

Yes — though this is less common. Some children struggle significantly with decoding and reading fluency but have strong oral language comprehension and concept imagery. When they listen to a text being read aloud, they understand it well. But when they have to read it themselves, the effort of decoding leaves them too exhausted to focus on meaning.

Children with dyslexia often fall into this category. Their phonological processing weakness makes decoding effortful and slow, but their underlying language comprehension and reasoning abilities are strong. With the right structured literacy intervention — such as our Orton-Gillingham tutoring or the Wilson Reading System — these children can develop the decoding automaticity they need, freeing their strong comprehension abilities to shine.

What Causes Poor Reading Fluency?

Poor reading fluency is most commonly caused by weak phonological processing — the ability to connect letters to their corresponding sounds. When a child cannot decode words automatically, reading remains slow and effortful regardless of how much they practise. The most effective interventions for reading fluency target phonological processing directly through structured literacy approaches.

Weak symbol imagery — the ability to visualise letters and words as mental pictures — is another common cause of poor fluency. Children with weak symbol imagery cannot instantly recognise familiar words as whole units. They have to decode the same words over and over again, never developing the automaticity that fluent reading requires. Our Seeing Stars program directly addresses this underlying cause.

What Causes Poor Reading Comprehension?

Poor reading comprehension has multiple possible underlying causes, which is why accurate assessment is so important before choosing an intervention. The most common causes include:

Weak Concept Imagery

The inability to create vivid mental images from language is the most common underlying cause of reading comprehension difficulties in children who read accurately. Without concept imagery, language is processed as disconnected words rather than as meaningful wholes. This is the primary target of our Visualizing and Verbalizing program.

Limited Vocabulary

A child who does not know the meaning of many of the words in a text cannot fully comprehend it, regardless of how fluently they read. Vocabulary development is an important component of reading comprehension support.

Limited Background Knowledge

Understanding a text often requires background knowledge about the topic. Children with limited life experience or limited exposure to a wide range of topics may struggle with comprehension on unfamiliar subjects.

Working Memory Difficulties

Reading comprehension requires holding earlier parts of a text in mind while processing later parts. Children with working memory difficulties may understand individual sentences but lose the thread of a longer passage.

Language Processing Difficulties

Some children have broader difficulties processing and understanding language — whether spoken or written. These children may need support that goes beyond reading intervention to address underlying language processing weaknesses. Our special needs tutoring is designed to support children with this kind of complex profile.

How The Learnability Supports Both Fluency and Comprehension

At The Learnability, we begin every student journey with a thorough assessment to identify exactly where a child's reading difficulties lie — whether in fluency, comprehension, or both. This ensures that every program we recommend is targeting the right underlying skills for that individual child.

For children with fluency difficulties, our Orton-Gillingham tutoring, Wilson Reading System, and Seeing Stars program build the phonological processing and symbol imagery skills that automatic word recognition depends on.

For children with comprehension difficulties, our Visualizing and Verbalizing program develops the concept imagery skills that transform reading from passive word recognition into active meaning-making.

For children who struggle with both, we create a personalised program that addresses both sets of skills in a carefully sequenced way — ensuring the foundations are built before the higher-level skills are developed.

You can explore our full range of reading intervention programs on our website, or contact us directly to speak with a specialist about your child's specific needs.

Frequently Asked Questions

My child reads fast but does not understand — what should I do?

This is a classic sign of weak concept imagery — the ability to create mental pictures from language. The Visualizing and Verbalizing program is specifically designed for this profile. Contact The Learnability for an assessment and we will confirm whether this is the right program for your child.

My child reads slowly and also does not understand — where do we start?

When both fluency and comprehension are weak, we typically address fluency first — building decoding automaticity through structured literacy intervention. As fluency improves and cognitive resources are freed up, comprehension often improves too. If comprehension difficulties persist after fluency has improved, we then introduce targeted comprehension support.

Will reading more books improve my child's comprehension?

Reading widely does support comprehension development — but only if a child already has sufficient fluency and basic comprehension skills to benefit from reading. A child with significant underlying weaknesses in concept imagery or language processing will not improve their comprehension simply by reading more. They need targeted intervention that addresses the underlying cause.

Is poor reading comprehension a sign of dyslexia?

Not necessarily. Dyslexia primarily affects phonological processing and reading fluency. Poor comprehension in the absence of fluency difficulties is more likely to indicate weak concept imagery or a language processing difficulty rather than dyslexia. A proper assessment is the most reliable way to identify what is causing the comprehension difficulty.

How long does it take to improve reading comprehension?

Progress depends on the severity of the underlying difficulty, the intensity of intervention, and how consistently the program is followed. Many children show meaningful improvement within a few months of consistent, targeted intervention. Contact us for a realistic picture of what to expect for your child specifically.

Help Your Child Read and Understand Today

Reading fluency and reading comprehension are both essential — and both teachable. Whether your child struggles to read the words, struggles to understand them, or struggles with both, the right targeted intervention can make a real and lasting difference.

At The Learnability, our specialist tutors deliver personalised, evidence-based reading support online through one-on-one sessions. We identify exactly where your child's difficulties lie and target them precisely — giving your child the reading skills and confidence they need to thrive.

Book your free trial session today and take the first step toward giving your child the reading support they deserve.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to help.

Why Smart Children Struggle With Reading

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It is one of the most confusing and heartbreaking experiences a parent can face. Your child is clearly bright. They ask clever questions, solve problems creatively, remember details from conversations months ago, and show genuine curiosity about the world around them. And yet — when it comes to reading — they struggle in a way that simply does not make sense given everything else you know about them.

You may have heard comments from well-meaning people suggesting your child just needs to try harder, pay more attention, or practise more. You may have wondered yourself whether your child is simply not applying themselves. But deep down you know that is not the answer — because you have seen them try, and you have seen them struggle despite trying.

The truth is that intelligence and reading ability are not the same thing. A child can be highly intelligent and have genuine, significant reading difficulties at the same time. Understanding why this happens is the first step toward getting your child the right help. At The Learnability, we work with bright, capable children every day who are struggling with reading — and we see the difference the right support makes.

Why Intelligence Does Not Protect Against Reading Difficulties

Reading is not a natural human ability the way speaking is. Human beings are wired for spoken language — children acquire speech naturally through exposure and interaction, without formal instruction. Reading, by contrast, is a cultural invention that requires the brain to make a connection that does not occur naturally: linking visual symbols on a page to the sounds of spoken language.

This connection — between letters and sounds — is not automatic for everyone. For some children, the brain makes this connection easily and reading develops smoothly. For others, the brain processes this connection differently, making reading genuinely difficult regardless of how intelligent the child is.

Intelligence involves many different cognitive abilities — reasoning, problem-solving, memory, creativity, spatial thinking, verbal expression. Reading primarily depends on a specific set of skills known as phonological processing — the ability to hear, identify, and manipulate individual sounds within words. A child can have exceptional abilities in many areas of intelligence while still having a significant weakness in phonological processing. These are simply different cognitive systems, and one does not protect against difficulties in the other.

This is why dyslexia — the most common cause of reading difficulty — occurs across the full range of intelligence. Many of history's most celebrated thinkers, inventors, and creative minds have had dyslexia. Intelligence is not the issue. The specific cognitive skill required for reading is.

What Is Actually Causing the Reading Difficulty?

If intelligence is not the cause of a bright child's reading difficulty, what is? There are several specific underlying causes that are important for parents to understand.

Dyslexia — Phonological Processing Weakness

Dyslexia is the most common cause of reading difficulty in children of all intelligence levels. It is a neurological difference that affects phonological processing — the ability to hear and work with the individual sounds within words. A child with dyslexia may be able to understand complex spoken ideas, reason at a high level, and communicate eloquently — but still find it genuinely difficult to decode written words because the connection between letters and sounds does not come automatically to them.

Dyslexia affects an estimated 15 to 20 percent of the population and occurs across all levels of intelligence, all socioeconomic backgrounds, and all languages. It is not caused by poor teaching, lack of effort, or limited intelligence. It is a neurological difference that requires targeted, structured literacy intervention to address effectively. Our Orton-Gillingham tutoring and Wilson Reading System programs are specifically designed to address the phonological processing difficulties that underlie dyslexia.

Weak Symbol Imagery — Reading Accuracy Without Fluency

Some bright children learn to decode words — they can sound out letters and blend them together — but still read slowly, laboriously, and without automaticity. They may read the same word correctly on one line and then fail to recognise it three lines later. The underlying difficulty here is often weak symbol imagery — the ability to visualise letters and words as mental pictures.

Without strong symbol imagery, reading never becomes automatic. The child has to consciously decode every word every time, which is exhausting and slow. This is the skill targeted by our Seeing Stars program — one of the most effective interventions for children who are working hard at reading but not developing the fluency and automaticity they need.

Weak Concept Imagery — Reading Without Understanding

Another pattern that parents of bright children frequently describe is the child who can read the words on a page accurately but cannot tell you what they have just read. They process the text as a string of words rather than a meaningful whole. This difficulty — known as weak concept imagery — affects reading comprehension rather than decoding.

A bright child with weak concept imagery may perform well in spoken discussions, show excellent general knowledge, and demonstrate strong reasoning skills — but still struggle significantly with reading comprehension tasks at school. This is the skill developed by our Visualizing and Verbalizing program, which teaches students to create vivid mental images from language, transforming passive word recognition into active meaning-making.

ADHD and Attention Difficulties

Attention Deficit Hyperactivity Disorder frequently co-occurs with reading difficulties. A child with ADHD may have the phonological processing skills needed to read but find it extremely difficult to sustain the attention and effort required for reading tasks. Reading demands concentrated, sustained focus — precisely the kind of effort that is most challenging for children with ADHD.

ADHD and dyslexia co-occur in a significant proportion of children, making careful assessment essential. Our special needs tutoring is designed to support children with complex profiles including co-occurring ADHD and reading difficulties.

Processing Speed Difficulties

Some intelligent children have a significant weakness in processing speed — the ability to perform cognitive tasks quickly and automatically. Reading requires rapid, automatic processing of visual symbols and their corresponding sounds. A child with slow processing speed may be able to perform each step of reading correctly but still read very slowly because each step takes more time than it should. This is not a reflection of their intelligence — it is a specific cognitive weakness that can be directly addressed with the right support.

Visual Processing Difficulties

Some children have difficulties with the visual processing aspects of reading — tracking across a line of text, maintaining their place on the page, or processing the visual detail of letters accurately. These difficulties are distinct from dyslexia but can also cause significant reading challenges in otherwise bright and capable children.

The Twice-Exceptional Child — Gifted and Struggling at the Same Time

There is a term used in education for children who are both gifted in some areas and have a learning difficulty in others: twice-exceptional, often abbreviated to 2e. These children present a particular challenge because their gifts can mask their difficulties, and their difficulties can mask their gifts.

A twice-exceptional child might use their high intelligence to develop sophisticated coping strategies that hide their reading difficulty. They may memorise entire passages, use context clues skillfully, or rely on their exceptional verbal ability to compensate for poor reading. As a result, they may not be identified as struggling until the demands of the curriculum outpace their ability to cope — often in upper primary school or even secondary school.

By this time, the gap between their intellectual potential and their reading ability has often become significant — and the emotional impact of years of struggling while appearing to manage can be profound. Many twice-exceptional children develop significant anxiety, low academic confidence, and a deep frustration with school that does not reflect their true capability.

At The Learnability, we have significant experience working with twice-exceptional children. We understand how to identify the specific nature of their difficulties beneath the surface of their strengths, and how to deliver targeted, evidence-based intervention that addresses their reading challenges without underestimating their intelligence.

Why Telling a Bright Child to Try Harder Does Not Work

One of the most damaging responses to a bright child's reading difficulty is telling them to try harder. These children are almost always already trying harder than their peers. They are expending enormous amounts of cognitive effort to achieve results that come far more easily to children without reading difficulties. Telling them to try harder communicates that the problem is one of effort or attitude — when in reality it is a specific cognitive difficulty that effort alone cannot fix.

The impact of this message on a child's self-concept can be severe and long-lasting. A bright child who is told they should be able to do better — and who knows they are trying their hardest — can only conclude that there is something fundamentally wrong with them. This is the origin of the low self-esteem, reading anxiety, and school avoidance that so many children with unaddressed reading difficulties develop over time.

What bright struggling readers need is not more effort — it is the right kind of support. Targeted, structured literacy intervention that addresses the specific underlying cognitive difficulty, delivered by a specialist tutor who understands both the challenge and the child's strengths. This is exactly what we provide at The Learnability.

What Parents Can Do Right Now

If you recognise your child in this guide — bright, capable, curious, and yet genuinely struggling with reading — here is what we recommend you do:

  1. Validate your child's experience — let them know that their reading difficulty is not their fault, not a reflection of their intelligence, and not something they can fix by trying harder. They need to hear this clearly and repeatedly.
  2. Seek a proper assessment — our Orton-Gillingham Assessment and WIST Assessment can identify the specific nature of your child's reading difficulties and guide the right intervention.
  3. Choose evidence-based intervention — make sure any program or tutor you choose uses a structured literacy approach grounded in the Science of Reading. General reading practice is not enough for children with specific reading difficulties.
  4. Act now rather than waiting — the research is clear that earlier intervention produces better outcomes. If you have concerns, today is the right day to act.

You can explore our full range of programs — including our reading intervention programs, Lindamood-Bell programs, and special needs tutoring — or contact us directly to speak with a specialist today.

Frequently Asked Questions

Can a child be gifted and have dyslexia at the same time?

Absolutely. Dyslexia occurs across the full range of intelligence, including in highly gifted children. In fact, some research suggests that gifted children with dyslexia are particularly likely to be overlooked because their intelligence allows them to develop coping strategies that mask their difficulties. A proper assessment is the most reliable way to identify what is really happening.

My child's teacher says they are fine — should I trust my instinct?

Yes. Teachers see children in a group context and may not be aware of the strategies a bright child is using to cope. If you have consistent concerns about your child's reading despite reassurances from school, seeking an independent assessment is a completely reasonable and responsible step. You know your child better than anyone.

Could it be a vision problem rather than dyslexia?

Vision problems can contribute to reading difficulties, and it is worth having your child's vision checked by an optometrist. However, the vast majority of reading difficulties — including in children who have had their vision checked — are caused by phonological processing difficulties rather than visual acuity problems. A reading assessment will identify the true nature of the difficulty.

Will reading intervention affect my child's confidence?

Done well, reading intervention builds confidence as well as skills. As a child begins to make progress — to decode words more accurately, to read more fluently, to understand what they read — their self-belief grows alongside their ability. At The Learnability, we place equal importance on building our students' confidence and their reading skills.

How do I explain dyslexia to my child?

Keep it simple, positive, and honest. Dyslexia means their brain works differently when it comes to reading — not better or worse, just differently. Many brilliant and successful people have dyslexia. With the right support, they can absolutely learn to read well. Emphasise their strengths, normalise the difficulty, and make sure they know they are not alone. Contact us and we can guide you through this conversation.

Your Bright Child Deserves the Right Support

A child who is intelligent and struggling with reading is not a contradiction — it is a reality that thousands of families across the United States face every day. The reading difficulty is real. The intelligence is real. And with the right targeted, evidence-based intervention, the reading difficulty can be addressed without ever dimming the brightness that makes your child who they are.

At The Learnability, our specialist tutors understand both sides of this picture. We know how to deliver structured literacy intervention that meets a bright child where they are — respecting their intelligence, addressing their specific difficulty, and building the reading skills and confidence they need to thrive.

Book your free trial session today and take the first step toward unlocking your child's full reading potential.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to help you find the right path forward for your child.