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What Age Should Reading Intervention Start?

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One of the most common questions parents ask when they first notice their child struggling with reading is: how long should I wait before getting help? Many parents hope the difficulty is a phase — that their child will catch up on their own with a little more time and practice. It is a completely understandable response. But when it comes to reading intervention, the research is clear and consistent: earlier is always better.

At The Learnability, we work with families every day who wish they had sought support sooner. In this guide, we will explain exactly when reading intervention should start, what the research tells us about early intervention, and what signs to look for at every age so you can act at the right time for your child.

By the end of this guide, you will feel confident about when to seek help and what to do next — because no child should have to struggle longer than necessary.

Why Does Age Matter in Reading Intervention?

The brain is not the same at every age. In the early years — particularly between ages 4 and 8 — the brain is in a critical period of development for language and literacy. During this window, the neural pathways that support reading are being actively formed. Targeted intervention during this period can directly shape how those pathways develop, making it significantly easier to build strong reading skills.

As children get older, the brain becomes less plastic — meaning it is harder, though never impossible, to rewire the reading pathways. Children who receive early intervention typically need less intensive support to achieve the same level of progress as children who begin intervention later. This is not because older children cannot improve — they absolutely can, and our tutors at The Learnability work successfully with students of all ages. It simply means that earlier intervention gives children a head start that makes a real and lasting difference.

What the Research Tells Us

A landmark study by the National Institute of Child Health and Human Development found that 74% of children who are poor readers at the end of third grade remain poor readers at the end of high school if they do not receive appropriate intervention. That is a striking finding — and it underlines just how important it is to act early rather than wait and hope the difficulty resolves on its own.

The same body of research found that children who receive structured reading intervention in kindergarten or first grade have significantly better long-term reading outcomes than children who receive the same intervention in third grade or later. Earlier intervention means fewer hours of support needed and better long-term results.

When Should Reading Intervention Start? Age by Age Guide

Ages 3 to 5 — Pre-Reading and Early Language Stage

Reading difficulties often show their earliest signs long before a child picks up a book. Between the ages of 3 and 5, parents should pay attention to how their child is developing language, vocabulary, and early phonological awareness — the ability to hear and play with sounds in words.

Signs that early support may be beneficial at this stage include:

  • Delayed speech or limited vocabulary compared to peers
  • Difficulty understanding or following simple instructions
  • Trouble remembering nursery rhymes or songs
  • Difficulty recognising or producing rhyming words
  • Struggling to learn the names of letters or numbers
  • Limited interest in or attention to books and stories

At this stage, intervention focuses on building language foundations, phonological awareness, and early literacy skills. Our Talkies program is specifically designed for this age group, building the concept imagery and language comprehension that underpin all future reading development.

Ages 5 to 7 — Early Reading Stage (Kindergarten to Grade 1)

This is the most critical window for reading intervention. Between the ages of 5 and 7, children are beginning formal reading instruction. Children who are going to struggle with reading will typically begin showing clear signs during this period — and this is the ideal time to intervene.

Signs that reading intervention should begin at this stage include:

  • Difficulty learning letter names and the sounds they make
  • Struggling to blend sounds together to read simple words
  • Reversing letters such as b and d, or p and q
  • Unable to read simple three-letter words by the end of kindergarten
  • Difficulty rhyming or identifying the first sound in a word
  • Avoiding reading activities or becoming distressed when asked to read
  • Reading significantly below classmates

If your child is showing these signs between the ages of 5 and 7, do not wait. This is the optimal window for intervention. Programs like our Orton-Gillingham tutoring and Seeing Stars program are highly effective at this stage and can make a dramatic difference to your child's reading trajectory.

Ages 7 to 9 — Developing Reader Stage (Grades 2 to 3)

By age 7 to 9, children who have not received early support may be falling noticeably behind their peers. The gap between struggling readers and their classmates tends to widen at this stage because reading is now used as a tool for learning across all subjects. A child who cannot read fluently begins to struggle not just in reading lessons but across the entire curriculum.

Signs that intervention is needed urgently at this stage include:

  • Reading well below grade level despite regular schooling
  • Very slow, laboured reading with frequent errors
  • Poor spelling that does not improve with practice
  • Significant difficulty with reading comprehension
  • Avoiding reading whenever possible
  • Low confidence and negative self-talk about reading and school

The Wilson Reading System is particularly well-suited for children in this age group who are reading significantly below grade level. Our reading intervention programs are designed to close the gap efficiently and give children the skills and confidence they need to move forward.

Ages 9 to 12 — Upper Primary Stage (Grades 4 to 6)

Children who reach upper primary school with unaddressed reading difficulties face increasing academic challenges. The curriculum demands more complex reading and writing, and children who struggle begin to experience the emotional and social impact of their difficulties more acutely. Many develop significant anxiety around reading, school, and academic performance.

It is absolutely not too late to intervene at this stage. Children in this age group can and do make significant progress with the right structured literacy intervention. However, they typically require more intensive and sustained support than children who began intervention earlier.

At The Learnability, our tutors are experienced in working with children in this age group. We tailor our approach to the individual child — rebuilding foundational skills where needed while also supporting the more complex reading and writing demands of the upper primary curriculum. Our Visualizing and Verbalizing program is particularly valuable at this stage for children who have decoding skills but struggle with reading comprehension.

Ages 12 and Above — Secondary School and Beyond

Teenagers and adults with unaddressed reading difficulties face real and significant challenges. But it is never too late to make meaningful progress. The brain retains the ability to build new reading pathways throughout life, and many teenagers and adults achieve remarkable improvements with the right structured literacy support.

What changes at this stage is the motivation and self-awareness of the student. Older students who understand their difficulties and are motivated to improve can make rapid progress when given the right tools. At The Learnability, we work with teenagers and adults as well as younger children, and we see real and meaningful progress at every age.

The Cost of Waiting

One of the most important things parents need to understand is what happens when reading difficulties are not addressed early. The impact goes far beyond reading scores. Children who struggle with reading without appropriate support frequently develop:

  • Low academic confidence — believing they are not smart or capable
  • Reading anxiety — significant stress and avoidance around reading tasks
  • Wider academic difficulties — as reading is the foundation for learning across all subjects
  • Social difficulties — feeling embarrassed or different from peers
  • Reduced educational and career opportunities — if difficulties are not addressed before adulthood

None of these outcomes are inevitable. With early, appropriate intervention, the vast majority of children with reading difficulties — including those with dyslexia — can develop strong, functional reading skills. The key is not waiting too long.

What to Do If You Are Concerned About Your Child's Reading

If you have read this guide and recognised your child in any of the descriptions above, the most important thing you can do right now is take action. Do not wait for the school to raise concerns — you know your child better than anyone, and your instinct that something is not right is worth listening to.

Here are the steps we recommend:

  1. Contact The Learnability for a free consultation — our specialists will discuss your concerns and help you understand what your child may need
  2. Consider an assessment — our Orton-Gillingham Assessment or WIST Assessment can identify the specific nature and extent of your child's reading difficulties
  3. Start intervention as soon as possible — every term that passes without appropriate support is time that could have been used to close the gap
  4. Choose a structured literacy approach — ensure any program or tutor you choose uses an evidence-based, structured literacy approach rather than general reading practice

You can learn more about all of our assessment and tutoring services on our services page or by visiting our contact page to speak with one of our specialists directly.

Frequently Asked Questions

My child is only 5 — is it too early to start reading intervention?

It is never too early to seek support if you have concerns. At age 5, intervention focuses on building the language and phonological awareness foundations that reading depends on. Our Talkies program is designed specifically for children in this age group and can make a significant difference to their reading readiness.

My child is 10 and has been struggling for years — is it too late?

Absolutely not. Children of 10, 12, 15, and beyond make meaningful progress with the right structured literacy intervention. It may take more time and more intensive support than it would have at an earlier age, but the progress is absolutely achievable. Contact us today and we will create a personalised plan for your child.

Should I wait to see if my child catches up on their own?

Research strongly advises against waiting. Studies consistently show that reading difficulties rarely resolve on their own and that the gap between struggling readers and their peers widens over time without intervention. If you have concerns, acting now is always better than waiting.

How do I know if my child needs reading intervention or just more practice?

If your child is practicing reading regularly but not making progress at the expected rate, that is a strong sign that something more than practice is needed. Reading intervention targets the underlying skills that practice alone cannot build. An assessment is the most reliable way to find out exactly what your child needs.

What is the best reading intervention program for a young child?

The best program depends on your child's specific profile of strengths and difficulties. At The Learnability, we offer a range of structured literacy programs including Orton-Gillingham, the Wilson Reading System, the Seeing Stars program, and the Talkies program. Our specialists will recommend the right program after an initial consultation and assessment.

Start Your Child's Reading Journey Today

The best time to start reading intervention is as early as possible. The second best time is right now. Whatever your child's age, whatever their current reading level, the right support can make a real and lasting difference to their reading ability, their confidence, and their future.

At The Learnability, our specialist tutors are ready to support your child from the very first session. 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 talk through your child's needs and help you find the right path forward.

What Is Visualizing and Verbalizing? How It Improves Reading Comprehension

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Imagine your child sits down to read a page from their school book. They read every word correctly. Their pronunciation is perfect. But when you ask them what the passage was about, they look at you blankly. They have no idea.

If this sounds familiar, you are not alone. Many parents describe exactly this situation — a child who can read the words on the page but cannot understand or remember what they have read. It is one of the most frustrating and misunderstood reading difficulties a child can face.

The good news is that there is a specific, proven program designed to address this exact problem. It is called Visualizing and Verbalizing — and at The Learnability, it is one of the most powerful tools we use to help children unlock true reading comprehension.

What Is the Visualizing and Verbalizing Program?

Visualizing and Verbalizing — often referred to as V&V — is a structured literacy and language comprehension program developed by Nanci Bell at Lindamood-Bell Learning Processes. It is based on the understanding that strong reading comprehension depends on the ability to create vivid mental images of what you read or hear.

When a fluent reader reads a passage, their brain automatically creates a kind of mental movie — images, scenes, characters, and events that bring the text to life. This process happens so naturally for strong readers that they rarely think about it. But for children who struggle with comprehension, this mental imagery is weak or absent entirely.

Without the ability to visualise what they are reading, children process text as a string of disconnected words rather than a meaningful whole. They may recall isolated facts but miss the bigger picture. They may struggle to make inferences, follow a story, or answer comprehension questions — not because they are not intelligent, but because a specific cognitive skill has not been developed.

The Visualizing and Verbalizing program directly teaches and develops this skill. To see how it fits within our broader range of support, visit our Visualizing and Verbalizing service page.

What Causes Poor Reading Comprehension?

Reading comprehension difficulties can have several underlying causes. Understanding the root cause is essential before choosing the right intervention — which is why we always carry out a thorough assessment at The Learnability before recommending a program.

Weak Concept Imagery

Concept imagery is the ability to create a whole mental picture from language — to visualise a scene, situation, or idea based on words alone. Children with weak concept imagery can process individual words and facts but cannot integrate them into a meaningful whole. This is the primary target of the Visualizing and Verbalizing program.

Decoding Difficulties

Sometimes comprehension suffers because a child is spending so much mental energy decoding words that they have nothing left for understanding meaning. In these cases, improving decoding through programs like our Orton-Gillingham tutoring or Wilson Reading System may also be necessary alongside V&V.

Language Processing Difficulties

Some children have broader difficulties processing and understanding spoken or written language. The Visualizing and Verbalizing program addresses this too — it works with both oral language comprehension and written text comprehension, making it effective for children with a range of language-based learning difficulties.

Signs Your Child May Need Visualizing and Verbalizing

  • Reads accurately but cannot explain what they have read
  • Struggles to answer comprehension questions even on simple texts
  • Cannot retell a story or sequence events after reading
  • Has difficulty following multi-step instructions
  • Struggles to make inferences or read between the lines
  • Finds it hard to remember what they have read shortly after finishing
  • Cannot visualise or describe scenes from books
  • Has difficulty understanding humour, sarcasm, or implied meaning

If several of these signs are present, we encourage you to contact The Learnability for a consultation. Our specialists can help identify whether weak concept imagery is at the root of your child's comprehension difficulties.

How Does the Visualizing and Verbalizing Program Work?

The Visualizing and Verbalizing program works by systematically developing a student's ability to create mental images from language. It progresses through a structured sequence of steps, beginning with simple single words and gradually building toward complex written passages.

Step 1 — Picture to Picture

The program begins with concrete images. Students look at a picture, describe what they see in detail, and practise the language of description — colours, shapes, sizes, movement, mood. This builds the vocabulary and mental framework for visualisation before moving to words alone.

Step 2 — Word Imaging

Students visualise individual words and describe the mental pictures those words create. A word like "ocean" might generate an image of waves, colours, movement, and sound. Students learn to notice and describe the sensory details of their mental images, making them richer and more vivid.

Step 3 — Sentence Imaging

Students move from individual words to sentences, practising creating a mental image for each sentence and describing it in detail. The tutor asks structured questions — What do you see? What colour? What size? What is happening? — to help students develop increasingly detailed and accurate mental images.

Step 4 — Sentence by Sentence to Whole Paragraph

Students begin reading connected text and practising visualisation in real time. They read a sentence, form a mental image, describe it, then add the next sentence to the image — building a continuously updating mental movie as they read. Over time this process becomes more automatic and less effortful.

Step 5 — Reading Connected Text

Students apply their developing visualisation skill to longer passages, chapters, and texts. Comprehension, recall, and the ability to answer questions all improve as concept imagery strengthens. Students begin to genuinely understand and engage with what they read rather than simply decoding words on a page.

Throughout the program, the multisensory, language-rich approach ensures students are actively engaged in every session. This is consistent with the approach taken across all of our programs at The Learnability, including our Seeing Stars program and Lindamood-Bell based programs.

Who Is the Visualizing and Verbalizing Program For?

The Visualizing and Verbalizing program is suitable for children, teenagers, and adults who have comprehension difficulties affecting their reading, listening, or learning. It is most commonly used with:

  • Children who read accurately but have poor comprehension
  • Students with dyslexia who also struggle to understand what they read
  • Children with language processing difficulties
  • Students with autism spectrum disorder who have difficulty with inferencing and language comprehension
  • Children with ADHD who struggle to sustain attention and follow meaning while reading
  • Students with auditory processing difficulties affecting comprehension
  • Any student whose reading comprehension is significantly below their decoding ability

If your child has already received phonics-based support and their decoding has improved but comprehension remains weak, Visualizing and Verbalizing is very likely to be the right next step. Our specialist tutors can help you identify the right combination of programs for your child's specific profile.

How The Learnability Delivers Visualizing and Verbalizing Online

At The Learnability, we deliver the Visualizing and Verbalizing program through personalised one-on-one online sessions. Our tutors are experienced in bringing the full richness of the V&V program to life in a virtual environment, using interactive tools that keep students engaged and make visualisation activities vivid and effective.

We tailor every session to the individual child — their current level, their pace of progress, and their specific areas of difficulty. Parents consistently tell us that their children enjoy the sessions and that they notice real changes in how their child engages with books and schoolwork over time.

We also offer a Lindamood-Bell Assessment which can identify whether weak concept imagery is the root cause of your child's comprehension difficulties, and confirm whether Visualizing and Verbalizing is the right program to start with.

Not sure where to start? Visit our contact page and one of our specialists will be happy to guide you through the options.

Frequently Asked Questions

Is Visualizing and Verbalizing only for children with dyslexia?

No. While V&V is often used with children who have dyslexia, it is effective for any student with weak reading or listening comprehension — regardless of whether they have a formal diagnosis. It is also widely used with children who have autism, ADHD, language processing difficulties, and auditory processing difficulties.

What age is the Visualizing and Verbalizing program suitable for?

The program can be used with children from around age 5 or 6 upward, as well as with older students and adults. It adapts to the student's current language level and cognitive ability, making it appropriate across a wide age range.

How is Visualizing and Verbalizing different from the Seeing Stars program?

Both programs develop imagery, but they target different skills. The Seeing Stars program develops symbol imagery — the ability to visualise letters and words for reading accuracy and spelling. Visualizing and Verbalizing develops concept imagery — the ability to visualise meaning and ideas for reading and listening comprehension. Many children benefit from both programs, either sequentially or simultaneously.

Can Visualizing and Verbalizing be delivered online?

Yes. At The Learnability, we deliver the full Visualizing and Verbalizing program online through one-on-one sessions. Our tutors use interactive digital tools to make the imagery activities engaging and effective in a virtual environment.

My child reads well but doesn't understand what they read. Is this the right program?

Yes — this is exactly the profile that Visualizing and Verbalizing is designed for. A child who decodes accurately but has poor comprehension almost certainly has weak concept imagery. Contact us today and we can carry out an assessment to confirm this and get your child started on the right program.

Give Your Child the Gift of True Reading Comprehension

Reading is about so much more than saying the right words. True reading means understanding, imagining, connecting, and engaging with ideas. Every child deserves to experience that — and with the right support, they can.

At The Learnability, our specialist tutors are experienced in delivering the Visualizing and Verbalizing program online and are ready to help your child develop the comprehension skills they need to thrive — in school and beyond.

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

What Is the Wilson Reading System? A Complete Parent Guide

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If your child has been struggling with reading, spelling, or decoding words — and nothing seems to be working — you may have come across the term Wilson Reading System. Perhaps a teacher mentioned it, or you found it during a late-night search trying to figure out how to help your child.

You are not alone. Thousands of parents across the United States are in exactly the same position, searching for answers and wondering whether a structured reading program could finally make a difference for their child.

In this guide, we will explain exactly what the Wilson Reading System is, how it works, who it is designed for, and what you can expect if your child begins the program. By the end, you will have a clear picture of whether it could be the right step forward for your family.

What Is the Wilson Reading System?

The Wilson Reading System (WRS) is an intensive, structured literacy program designed specifically to help students who struggle with reading and spelling. It was developed by Barbara Wilson in 1988 and is based on the principles of the Orton-Gillingham approach — one of the most well-researched and respected methods for teaching students with dyslexia and other reading difficulties.

Unlike general reading support or homework help, the Wilson Reading System takes a highly systematic approach. It teaches students the structure of the English language step by step, starting with the most basic building blocks of sounds and letters, and gradually building toward more complex reading and spelling skills.

The program is designed for students in grades 2 through 12, as well as adults, who have not responded to standard classroom instruction. It is particularly effective for students with dyslexia, language-based learning disabilities, and significant word-level reading deficits.

To learn more about who we are and how we support families across the United States, visit The Learnability homepage.

How Does the Wilson Reading System Work?

The Wilson Reading System is built on a very clear structure. Every lesson follows the same ten-part format, which is divided into three blocks:

Block 1 — Word Study and Reading Skills

Students work on the foundational building blocks of reading. This includes phonemic awareness — the ability to hear and manipulate individual sounds in words — phonics, and decoding. Students learn to break words apart into their individual sounds using a unique finger-tapping method, which helps reinforce learning through a physical, multisensory experience.

Block 2 — Spelling and Writing Skills

Students practise spelling using the same structured system. They learn to encode words — turning sounds into written letters — using the same phonics rules they have learned for reading. This dual approach of reading and spelling together is one of the things that makes WRS particularly powerful.

Block 3 — Fluency and Comprehension

Students read connected text and practise reading with fluency and understanding. As students progress through the 12 steps of the program, the complexity of the text increases gradually, always matching the skills they have already mastered.

Sessions are typically 60 to 90 minutes long, which is longer than many other reading programs. This extended time is necessary because the lesson covers all ten parts in each session, ensuring students receive consistent, comprehensive practice every time they meet with their tutor.

Who Is the Wilson Reading System For?

The Wilson Reading System is not a general reading program. It is specifically designed for students who have significant reading difficulties and have not made adequate progress with standard instruction. It is most commonly used with:

  • Children and adults with dyslexia
  • Students with language-based learning disabilities
  • Students with significant gaps in decoding and spelling skills
  • Students in grades 2 through 12 who are reading well below grade level
  • Adults who missed foundational literacy skills and want to improve

Before a student begins the program, a trained instructor carries out an initial assessment to determine the student's starting point. This ensures the program begins at exactly the right level for each individual child — not too easy and not too overwhelming.

At The Learnability, our Wilson Reading System tutors carry out a thorough assessment before every program begins, so your child receives fully personalised support from day one.

Why Is the Wilson Reading System So Effective?

There are several reasons why the Wilson Reading System is considered one of the gold-standard approaches for students with reading difficulties.

It is multisensory

WRS engages students through multiple senses — seeing, hearing, saying, and touching — simultaneously. This multisensory approach is proven to help students with dyslexia build stronger and more lasting connections between sounds and letters. Rather than simply reading off a page, students are actively involved in every part of the learning process.

It is systematic and sequential

Nothing in WRS is left to chance. Skills are introduced in a logical, carefully sequenced order. Students master each step before moving to the next. This prevents the gaps in knowledge that often cause struggling readers to fall further behind over time.

It is cumulative

Every new skill builds on what has already been learned. Previous skills are reviewed in every lesson, which means students are constantly reinforcing and strengthening their foundation even as they move forward.

It is based on decades of research

The Wilson Reading System is endorsed by the International Dyslexia Association and is aligned with the Science of Reading — the body of research that tells us how children best learn to read. It has helped hundreds of thousands of students around the world build real, lasting literacy skills.

If you would like to explore our full range of reading support services, visit our Wilson Reading System service page to learn more about how our tutors work with your child.

What Can Parents Expect During the Program?

One of the most common questions parents ask is: how long will it take? The honest answer is that it depends on your child's starting point and the intensity of their sessions. Meaningful progress in reading accuracy typically requires consistent, regular sessions over a sustained period of time.

What most parents notice, however, is that progress goes beyond reading scores. Children who go through the Wilson Reading System often experience a significant boost in confidence. When a child finally understands why words work the way they do — when reading begins to make sense — the relief is visible. Many parents describe their children as becoming more willing to try, less afraid of reading aloud, and more positive about school generally.

Parental involvement is also encouraged. The more you understand about what your child is learning and how you can support them between sessions, the faster their progress will be. At The Learnability, we keep parents informed and involved throughout the entire journey.

How The Learnability Delivers Wilson Reading System Tutoring Online

At The Learnability, we deliver the Wilson Reading System through one-on-one online sessions, which means your child receives the same intensive, personalised instruction as they would in person — without the need to travel or work around a difficult schedule.

Our tutors are trained and experienced in the Wilson Reading System and use a range of digital tools to deliver the multisensory elements of each lesson effectively online. Students still tap sounds, work with letter tiles, and practise reading connected text — all adapted for a virtual environment that is engaging and effective.

We also work with students across a range of related programs. If your child needs support beyond reading decoding, our Orton-Gillingham tutoring, Lindamood-Bell programs, and Special Needs tutoring may also be a strong fit.

Whether your child has a confirmed dyslexia diagnosis or you simply know something is not right with their reading, we are here to help. Contact us today and we will guide you through the next steps.

Frequently Asked Questions

Is the Wilson Reading System only for children with dyslexia?

No. While WRS is particularly well-suited for students with dyslexia, it is effective for any student with significant reading and spelling difficulties, including those with other language-based learning disabilities or students who have simply fallen significantly behind grade level.

What age can children start the Wilson Reading System?

The program is designed for students from grade 2 upward, typically age 7 to 8 and above. It is also used with older students, teenagers, and adults. There is no upper age limit — the Wilson Reading System has helped adults improve their literacy skills too.

How is the Wilson Reading System different from Orton-Gillingham?

The Wilson Reading System is based on Orton-Gillingham principles, but it is a fully developed standalone program with its own specific lesson structure, materials, and progression system. Think of Orton-Gillingham as the broader approach and WRS as one highly structured implementation of it.

Can the Wilson Reading System be delivered online?

Yes. Research and real-world experience show that structured literacy programs like WRS can be delivered very effectively online, particularly in a one-on-one format. At The Learnability, we have adapted the full multisensory programme for online delivery with strong results.

How do I know if my child needs the Wilson Reading System?

If your child is struggling significantly with reading or spelling, is reading well below their grade level, or has been identified as having dyslexia or a reading-related learning difficulty, WRS could be an excellent fit. The best first step is to contact us so we can understand your child's specific needs and recommend the right path forward.

Ready to Find Out If the Wilson Reading System Is Right for Your Child?

Every child deserves to read with confidence. If your child has been struggling and you are looking for a structured, proven approach that works, the Wilson Reading System could be exactly what they need.

At The Learnability, our specialist tutors are ready to help. We offer a free trial session so you can see exactly how we work and find out how we can support your child's reading journey.

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 talk.

Can a Child Have ADHD and Dyslexia at the Same Time? Signs, Differences & Support Strategies (2026)

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Many parents notice their child struggling in school and wonder what might be causing the difficulties.

Perhaps your child has trouble focusing during lessons, frequently forgets instructions, avoids reading activities, or becomes frustrated with homework. Many families are surprised to learn that a child can have both ADHD and dyslexia at the same time.

This raises important questions:

• Can a child really have both conditions?

• How are ADHD and dyslexia connected?

• What signs should parents watch for?

• What kind of support can help?

The good news is that children with ADHD and dyslexia can absolutely succeed when their challenges are properly identified and addressed.

What Is Dyslexia?

Dyslexia is a language-based learning difference that affects a person's ability to read, spell, decode words, and recognize written language efficiently.

Children with dyslexia often struggle with:

• Difficulty sounding out unfamiliar words

• Problems recognizing letter-sound relationships

• Slow reading development

• Frequent spelling mistakes

• Difficulty reading fluently

• Trouble remembering sequences of letters and sounds

Dyslexia is not caused by poor teaching, lack of effort, or low intelligence. Many children with dyslexia are highly intelligent and capable learners who simply process written language differently.

What Is ADHD?

ADHD stands for Attention-Deficit/Hyperactivity Disorder, a neurodevelopmental condition that affects attention, focus, impulse control, organization, and self-regulation.

Children with ADHD may understand information perfectly well but struggle to stay focused long enough to complete tasks efficiently.

Types of ADHD

Predominantly Inattentive Type

Children may:

• Lose focus easily

• Forget instructions

• Misplace school materials

• Appear distracted

• Have difficulty completing assignments

• Struggle with organization

Predominantly Hyperactive-Impulsive Type

Children may:

• Have difficulty sitting still

• Talk excessively

• Interrupt others frequently

• Act before thinking

• Struggle to wait their turn

Combined Type

This is the most common form of ADHD and includes symptoms of both inattention and hyperactivity.

Can a Child Have ADHD and Dyslexia at the Same Time?

Yes.

A child can absolutely have both ADHD and dyslexia at the same time.

Research suggests that these two conditions frequently occur together. Many children diagnosed with dyslexia also display symptoms of ADHD, while many children with ADHD experience reading-related challenges.

This is known as a co-occurring condition or comorbidity.

How Common Are ADHD and Dyslexia Together?

Many parents are surprised to learn that ADHD and dyslexia frequently occur together.

Children with dyslexia are more likely to have ADHD than children in the general population. Likewise, children with ADHD have a higher likelihood of experiencing reading difficulties, including dyslexia.

Because these conditions often overlap, professionals carefully examine both reading skills and attention-related behaviors during evaluations.

ADHD vs Dyslexia: Understanding the Differences

Although ADHD and dyslexia can occur together, they affect learning in different ways.

How Dyslexia Affects Learning

Children with dyslexia often struggle with:

• Decoding words

• Reading fluency

• Spelling

• Phonological awareness

• Word recognition

How ADHD Affects Learning

Children with ADHD often struggle with:

• Sustaining attention

• Organization

• Time management

• Following directions

• Task completion

• Executive functioning

ADHD vs Dyslexia Comparison Table

(Insert comparison table here)

Signs of Dyslexia Parents Should Watch For

Preschool Signs

• Delayed speech development

• Difficulty learning nursery rhymes

• Trouble recognizing rhyming words

• Family history of dyslexia

Elementary School Signs

• Reading below grade level

• Slow reading speed

• Frequent spelling errors

• Difficulty reading aloud

Middle and High School Signs

• Slow reading pace

• Difficulty studying from textbooks

• Trouble taking notes

• Difficulty learning foreign languages

Emotional Signs

• Frustration with reading

• Anxiety about school

• Low confidence

• Avoidance of reading activities

Signs of ADHD Parents Should Watch For

• Difficulty paying attention

• Frequent forgetfulness

• Trouble following instructions

• Difficulty staying organized

• Excessive talking

• Fidgeting

• Restlessness

• Impulsivity

Signs Your Child May Have Both ADHD and Dyslexia

Children with both conditions may:

• Read below grade level

• Have difficulty sounding out words

• Make frequent spelling mistakes

• Lose focus during reading activities

• Avoid homework

• Become frustrated with schoolwork

• Forget instructions

• Have difficulty staying organized

Why ADHD and Dyslexia Are Sometimes Misdiagnosed

Because ADHD and dyslexia share some overlapping symptoms, children are sometimes misdiagnosed or only partially diagnosed.

A child with dyslexia may appear inattentive because reading tasks are difficult and frustrating.

A child with ADHD may appear to have reading difficulties because they struggle to maintain focus during instruction.

This is why comprehensive assessment is so important.

How Professionals Diagnose ADHD and Dyslexia

Who Can Evaluate a Child?

• Educational psychologists

• School psychologists

• Neuropsychologists

• Reading specialists

• Pediatricians

How Dyslexia Is Evaluated

• Phonological awareness

• Decoding skills

• Reading fluency

• Reading accuracy

• Spelling abilities

• Reading comprehension

How ADHD Is Evaluated

• Parent questionnaires

• Teacher questionnaires

• Behavioral observations

• Attention assessments

• Executive functioning skills

Why Early Identification Matters

Early intervention can help:

• Improve academic performance

• Build confidence

• Reduce frustration

• Prevent learning gaps from growing

• Support emotional well-being

Best Learning Strategies for Children With ADHD and Dyslexia

Use Structured Literacy Instruction

Programs such as the Wilson Reading System and Orton-Gillingham-based approaches can help children develop strong reading foundations.

Break Learning Into Smaller Steps

Large tasks can feel overwhelming. Smaller steps improve focus and motivation.

Use Multisensory Learning

Examples include:

• Saying sounds aloud

• Tracing letters

• Using magnetic letters

• Reading and listening simultaneously

Provide Frequent Movement Breaks

Short movement breaks can improve attention and emotional regulation.

Use Visual Supports

Helpful tools include:

• Checklists

• Visual schedules

• Graphic organizers

• Color-coded materials

How Online One-on-One Tutoring Can Help

Children with ADHD and dyslexia often require more individualized support than traditional classrooms can provide.

Online one-on-one tutoring offers:

• Personalized learning plans

• Individual attention

• Flexible pacing

• Progress monitoring

• Reduced distractions

• Increased confidence

When Parents Should Seek Professional Help

Parents should consider seeking support if they notice:

• Reading progress significantly below grade level

• Persistent spelling difficulties

• Frequent homework battles

• Difficulty focusing

• Teacher concerns

• Declining confidence

Ready to Help Your Child Build Confidence and Academic Success?

If your child is struggling with ADHD, dyslexia, reading difficulties, attention challenges, or learning-related frustrations, you do not have to navigate the journey alone.

At Learnability, we provide personalized one-on-one online tutoring designed to meet each student's unique learning needs.

Contact Learnability Today

📞 Phone: (310) 218-9466

🌐 Website: https://thelearnability.com

📩 Contact Us: https://thelearnability.com/contact-us/

Take the first step toward helping your child become a more confident, capable, and successful learner.

Frequently Asked Questions

Can a child have ADHD and dyslexia at the same time?

Yes. Many children experience both conditions simultaneously.

What is the difference between ADHD and dyslexia?

ADHD primarily affects attention and executive functioning, while dyslexia primarily affects reading and language processing.

Can online tutoring help?

Yes. Personalized one-on-one tutoring can provide targeted support for both reading development and attention-related challenges.

Final Thoughts

ADHD and dyslexia are learning differences, not limitations. With early identification, evidence-based intervention, personalized instruction, and consistent encouragement, children can develop the skills, confidence, and strategies needed for lifelong success.

7 Signs Your Child May Need Reading Intervention Support

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7 Signs Your Child May Need Reading Intervention Support

"My child can read...but something still doesn't feel right."

Many parents notice small signs before major learning struggles appear. A child may read words aloud, complete homework, and attend school regularly, yet something feels difficult beneath the surface.

Perhaps reading takes much longer than expected.

Maybe homework causes frustration.

Or your child avoids books completely.

Parents often wonder:

"Should I wait?"
"Will they catch up?"
"Am I worrying too much?"

Early signs are easy to miss.

Reading difficulties do not always appear as complete inability to read. Sometimes children quietly struggle while working very hard to keep up.

Recognizing these signs early can help children receive support before confidence and academic challenges become bigger concerns.

What Is Reading Intervention?

Reading intervention is individualized support designed to help children strengthen reading skills that may not be developing as expected.

Support may focus on:

• Reading fluency
• Comprehension
• Decoding skills
• Vocabulary
• Confidence
• Attention during reading
• Learning strategies

Intervention provides targeted support rather than simply assigning additional reading practice.

Sign 1: Reading Is Below Grade Level

A child may struggle reading material expected for their age.

Parents sometimes notice:

• classmates read faster
• books seem difficult
• reading progress feels slow

Children often become aware of these differences.

Sign 2: Your Child Avoids Reading

Children rarely avoid activities that feel comfortable.

Signs include:

• avoiding books
• making excuses
• wanting help immediately
• becoming distracted

Avoidance can become an early warning sign.

Sign 3: Homework Creates Daily Frustration

Parents may notice nightly struggles:

"Reading homework turns into stress."

Assignments that should take twenty minutes sometimes become one-hour challenges.

This frustration can affect the entire family.

Sign 4: Your Child Forgets What Was Just Read

Some children finish reading and immediately forget details.

Examples:

Parent: "What happened in the story?"

Child: "I don't know."

Reading words and understanding meaning are different skills.

Sign 5: Guessing Words Instead of Reading

Children sometimes:

• skip words
• guess endings
• replace words
• rush through sentences

Guessing often becomes a coping strategy.

Sign 6: Reading Confidence Starts Declining

Parents may hear:

"I hate reading."
"I'm bad at school."
"Everyone else is smarter."

Confidence changes can become one of the biggest warning signs.

Sign 7: Teachers Express Concern

Teachers often notice patterns before parents do.

Common concerns include:

• slow reading progress
• difficulty understanding stories
• reading below expectations
• classroom participation struggles

Teacher feedback matters.

Real Parent Situations

Parents often describe situations like:

"My child reads every night but still struggles."

"Homework becomes stressful every day."

"My child seems smart but avoids reading."

"Teachers say they are falling behind."

These situations are more common than many families realize.

How Reading Difficulties Affect Daily Life

Reading struggles affect more than school performance.

Children may:

• avoid classroom participation
• lose confidence
• become anxious
• avoid books
• compare themselves with classmates
• feel embarrassed

Over time emotional effects often become larger than academic effects.

What Parents Can Do At Home

Parents can help by:

• reading together daily
• celebrating progress
• creating positive reading experiences
• asking questions during stories
• reducing pressure
• building confidence

Small changes can create meaningful improvement.

When Parents Should Seek Support

Consider seeking additional support if:

• reading remains below grade level
• homework causes ongoing stress
• frustration continues increasing
• confidence decreases
• teachers express concern

Early support often creates stronger long-term outcomes.

How Learnability Helps

Learnability provides personalized one-on-one online support designed around each child's learning needs.

Our support may include:

• Reading intervention
• Dyslexia support
• Reading comprehension help
• ADHD learning support
• Multisensory learning strategies
• Individualized instruction

Our goal is helping children build stronger skills and confidence.

Frequently Asked Questions

What age should reading intervention begin?

Support can begin as soon as concerns appear.

Can reading intervention help older students?

Yes. Children of many ages benefit from targeted support.

Can smart children still need intervention?

Absolutely. Intelligence and reading skills develop differently.

Can online tutoring improve reading skills?

Personalized support often helps strengthen confidence and learning strategies.

Will my child naturally catch up?

Some children improve independently, while others benefit greatly from early intervention.

Final Thoughts

Small reading struggles sometimes become larger challenges if left unaddressed.

Recognizing signs early gives children opportunities to build stronger reading skills, confidence, and long-term academic success.

📞 (310) 218-9466
📧 info@thelearnability.com

Why Smart Kids Struggle With Reading Comprehension | Parent Warning Signs

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Why Smart Kids Struggle With Reading Comprehension | Parent Warning Signs

"My child is smart…so why are they struggle with reading?"

Many parents become worried when they see their child reading words correctly but struggling to explain what the story means afterward. At home, children may ask thoughtful questions, speak intelligently, and appear curious about the world around them. Yet when school assignments arrive, reading suddenly becomes stressful.

Parents often become confused because the child seems bright and capable.

This situation is more common than many families realize.

Reading comprehension difficulties do not necessarily mean a child lacks intelligence. Many children have strong creativity, excellent speaking abilities, curiosity, and problem-solving skills but still struggle understanding written information.

Reading involves much more than saying words correctly.

Children must also understand ideas, remember information, connect concepts, visualize stories, and explain meaning.

Recognizing early signs can help parents provide support before frustration and confidence challenges become bigger concerns.

What Is Reading Comprehension?

Reading comprehension is a child's ability to understand and make meaning from written information.

Strong comprehension skills include:

• Understanding ideas
• Remembering details
• Predicting outcomes
• Making connections
• Visualizing stories
• Drawing conclusions
• Retelling information
• Explaining thoughts using their own words

Many children read fluently but still struggle understanding meaning.

Parents often notice situations like:

"You just finished reading. What happened?"

Child:

"I don't know."

This can indicate comprehension difficulties.

Can Smart Children Really Struggle With Reading?

Yes.

Intelligence and reading comprehension are different skills.

A child can be:

• Highly curious
• Verbally advanced
• Creative
• Great at conversations
• Excellent at solving problems

and still struggle processing written information.

Parents frequently say:

"My child explains complicated ideas verbally but struggles reading school assignments."

This happens more frequently than many families realize.

Signs Parents Should Watch For

Parents should pay attention if a child:

• Reads words correctly but struggles understanding meaning
• Forgets what they just read
• Has difficulty answering questions
• Avoids reading activities
• Becomes frustrated during homework
• Reads slowly
• Has trouble summarizing stories
• Avoids reading aloud
• Guesses answers frequently
• Says reading feels difficult

Children often become very good at hiding these struggles.

Why Does This Happen?

Several learning factors can contribute.

Language Processing Difficulties

Some children require extra time organizing and processing information.

Even after reading words correctly, understanding meaning may remain difficult.

Attention Challenges

Children with ADHD or attention difficulties may read words while missing important meaning.

Weak Visualization Skills

Strong readers often create mental pictures while reading.

Some children struggle creating those internal images.

Working Memory Difficulties

Children may have trouble holding information long enough to understand and organize ideas.

Dyslexia

Some children focus so much energy decoding words that understanding meaning becomes harder.

Reading Fatigue

Children working harder than classmates may become mentally exhausted.

Real-Life Parent Situations

Parents often notice situations like:

Parent: "What happened in the chapter?"

Child: "I forgot."

Or:

Parent: "Why did the character do that?"

Child: "I don't know."

Or:

A child spends thirty minutes reading and still struggles answering simple questions.

These situations happen more frequently than many parents realize.

How Reading Difficulties Affect Daily Life

Reading comprehension challenges affect much more than report cards.

Children may:

• Avoid classroom participation
• Lose confidence
• Feel embarrassed reading aloud
• Become frustrated with homework
• Avoid books completely
• Feel anxious during school activities
• Compare themselves with classmates

Over time, some children begin believing:

"Maybe I am not smart."

This emotional impact can become significant.

What Parents Can Try At Home

Small changes often help.

Read Together

Pause frequently and ask questions.

"What do you think will happen next?"

Ask Open Questions

Instead of yes/no questions, ask:

"Why do you think that happened?"

Encourage Visualization

Ask:

"Can you picture the story in your mind?"

Break Reading Into Smaller Sections

Large reading assignments can become overwhelming.

Smaller sections help children process information.

Create Positive Reading Experiences

Confidence often improves when pressure decreases.

When Parents Should Seek Additional Support

Consider additional support if:

• Reading remains below grade level
• Homework causes ongoing frustration
• Teachers express concerns
• Reading confidence decreases
• Your child begins avoiding reading regularly

Early support often improves long-term outcomes.

How Learnability Helps

At Learnability, we provide individualized one-on-one online support designed around each child’s unique learning needs.

Support includes:

• Reading intervention
• Dyslexia support
• Reading comprehension strategies
• ADHD learning support
• Multisensory instruction
• Personalized learning plans

Our goal is not simply helping children complete homework.

We help children build confidence and stronger lifelong learning skills.

Frequently Asked Questions

Can a smart child struggle with reading comprehension?

Yes. Intelligence and comprehension involve different skills.

Can ADHD affect reading comprehension?

Yes. Attention challenges sometimes affect focus and understanding.

Can dyslexia impact comprehension?

Yes. Some children focus heavily on decoding words, making understanding more difficult.

Will my child outgrow comprehension difficulties?

Some children improve naturally, but many benefit from early support.

Can online tutoring improve comprehension skills?

Personalized one-on-one support often helps children strengthen reading understanding and confidence.

Final Thoughts

A child struggling with reading comprehension is not a sign of low intelligence.

Many children simply learn differently.

With early support, the right strategies, and individualized instruction, children can improve reading skills and feel more confident in school and daily life.

For more information or a free consultation:

📞 (310) 218-9466
📧 info@thelearnability.com