How Multisensory Learning Helps Kids With ADHD

July 1, 2026 by learnadmin

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.

Can Reading Intervention Improve Comprehension?

July 1, 2026 by learnadmin

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.

How to Choose a Special Needs Tutor

July 1, 2026 by learnadmin

Finding the right tutor for a child with special educational needs is one of the most important decisions a parent can make. The wrong choice — a well-meaning but untrained tutor, or a general tutor without specialist knowledge — can mean months of sessions that produce little progress and leave your child more frustrated than before. The right choice can be genuinely transformative.

But with so many tutors and tutoring services available, how do you know what to look for? What qualifications matter? What questions should you ask? And how do you know if a tutor is truly specialist rather than simply claiming to be?

At The Learnability, we work with children with a wide range of special educational needs every day. In this guide we share exactly what to look for when choosing a special needs tutor — so you can make the right decision for your child with confidence.

What Is a Special Needs Tutor?

A special needs tutor is a specialist educator who has training and experience in supporting children with learning difficulties, learning disabilities, and other special educational needs. This includes children with dyslexia, ADHD, autism spectrum disorder, dyscalculia, dyspraxia, language processing difficulties, and other conditions that affect learning.

A special needs tutor is not the same as a general tutor who offers to help with homework or test preparation. General tutors work with the curriculum — they help children understand and practise what is being taught in school. A special needs tutor works at a deeper level — identifying the underlying cognitive difficulties that are causing a child to struggle and using evidence-based, specialist approaches to address those difficulties directly.

At The Learnability, our special needs tutors are trained in structured literacy and specialist intervention programs including the Orton-Gillingham approach, the Wilson Reading System, and Lindamood-Bell programs. Every program is delivered through personalised one-on-one online sessions tailored to the individual child.

What to Look For in a Special Needs Tutor

1. Specialist Training in Relevant Programs

The most important thing to look for in a special needs tutor is formal training in evidence-based intervention programs. For children with dyslexia and reading difficulties, this means training in structured literacy approaches such as Orton-Gillingham, Wilson Reading System, Lindamood-Bell, or similar programs endorsed by the International Dyslexia Association.

Ask any prospective tutor directly: what structured literacy programs are you trained in? What certifications or qualifications do you hold? How was that training delivered and how long did it take? A well-trained specialist tutor will be able to answer these questions clearly and specifically. A tutor who gives vague answers about general experience is unlikely to have the specialist knowledge your child needs.

2. Experience With Your Child's Specific Needs

Special educational needs is a broad category. A tutor who is experienced in supporting children with dyslexia may have limited experience with autism spectrum disorder. A tutor who specialises in reading difficulties may have little knowledge of dyscalculia or dyspraxia. When choosing a special needs tutor, make sure their experience and expertise matches your child's specific profile of needs.

Ask how many children with your child's specific difficulty they have worked with. Ask what approaches they use and why. Ask what results they typically see. An experienced specialist tutor will have clear, specific answers — and will ask you detailed questions about your child before recommending any program.

3. A Diagnostic and Individualised Approach

Every child with special educational needs has a unique profile of strengths and difficulties. A good special needs tutor does not apply a one-size-fits-all approach — they begin by thoroughly assessing the individual child's needs and design a program specifically for that child.

At The Learnability, we carry out a comprehensive assessment before every program begins — using tools including our Orton-Gillingham Assessment, WIST Assessment, and Lindamood-Bell Assessment. This ensures every child receives exactly the right program for their specific needs — not a generic approach that may or may not address what is actually causing their difficulty.

4. One-on-One Delivery

Children with special educational needs almost always make better progress in one-on-one sessions than in group settings. One-on-one tutoring allows the tutor to focus entirely on your child — adjusting the pace, the approach, and the content in real time based on how your child is responding. Group settings, however small, cannot provide this level of individualisation.

When choosing a special needs tutor, always prioritise one-on-one delivery. At The Learnability, all of our sessions are delivered one-on-one — because we know that is what produces the best results for children with special educational needs.

5. Clear Progress Monitoring

A good special needs tutor monitors progress continuously and shares regular updates with parents. They carry out periodic reassessments to measure progress formally and adjust the program as needed. They are transparent about what is working and what is not — and they are willing to change approaches if the evidence suggests a different strategy would be more effective.

Ask any prospective tutor how they measure and communicate progress. If they cannot give you a clear answer, that is a warning sign.

6. Strong Rapport With Children

Children with special educational needs have often experienced significant frustration, embarrassment, and loss of confidence around their difficulties. A good special needs tutor creates a warm, patient, encouraging 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 a child's engagement and progress.

When you first speak with a prospective tutor, pay attention to how they talk about children. Do they speak with warmth and understanding? Do they focus on strengths as well as difficulties? Do they seem genuinely invested in the child's wellbeing — not just their academic performance? These are signs of a tutor who will build the kind of relationship your child needs to thrive.

7. Regular Communication With Parents

Parents play a crucial role in supporting their child's progress between sessions. A good special needs tutor keeps parents informed and involved — explaining what the child is working on, how they are progressing, and what parents can do to reinforce the learning at home.

At The Learnability, we believe that the partnership between tutor, child, and parent is essential to achieving the best outcomes. We keep parents informed throughout the program and provide practical guidance on how to support their child's learning between sessions.

Questions to Ask Before Choosing a Special Needs Tutor

Before committing to any special needs tutoring provider, ask these questions:

What specific training and qualifications do you have in special needs education?
What structured literacy or intervention programs are you trained in?
How much experience do you have working with children with my child's specific difficulty?
Do you carry out an assessment before starting a program?
How do you tailor your approach to the individual child?
How do you monitor and measure progress?
How do you communicate progress to parents?
What results have you typically seen with children like mine?
Can you provide references from other families?
Do you offer a trial session before committing to a program?

A reputable specialist tutoring provider will welcome these questions and answer them clearly and specifically. At The Learnability, we offer a free trial session so you can experience our approach firsthand before making any commitment. Contact us to find out more.

Warning Signs to Watch Out For

Not all tutors who describe themselves as special needs specialists have the training and experience to back up that claim. Here are the warning signs to watch out for:

Vague answers about qualifications or training — a genuine specialist will be specific
No assessment before starting — every child needs individual assessment
A one-size-fits-all program with no individualisation
No clear method for monitoring and measuring progress
Promising rapid or guaranteed results — genuine specialist support takes time
Limited or no communication with parents
No knowledge of structured literacy or evidence-based intervention approaches
Primarily focused on homework help or curriculum support rather than underlying difficulties

Why Online Special Needs Tutoring Works

Many parents wonder whether online special needs tutoring can be as effective as in-person sessions. The answer is yes — when delivered by a trained specialist in a one-on-one format, online tutoring produces outcomes comparable to in-person instruction.

Online tutoring also offers significant advantages for families of children with special educational needs. There is no travel, which removes a source of stress for children who find transitions difficult. Sessions happen in the familiar, comfortable environment of home, which many children find less anxiety-provoking than a clinic or tutoring centre. And the flexibility of online scheduling makes it easier to maintain the consistency of sessions that good progress requires.

At The Learnability, we deliver all of our special needs tutoring online through one-on-one sessions. Our tutors are experienced in creating engaging, effective sessions in the virtual environment — using interactive digital tools that bring the multisensory elements of our programs to life on screen.

Frequently Asked Questions

Does my child need a diagnosis before accessing special needs tutoring?

No. A formal diagnosis is not required to access specialist tutoring at The Learnability. If you have concerns about your child's learning — even if those concerns have not yet been formally assessed — we encourage you to reach out. We can carry out our own specialist reading assessment and begin targeted support based on what we find.

What is the difference between a special needs tutor and a learning support assistant?

A learning support assistant (LSA) works alongside a teacher in a classroom setting, providing in-class support to children with special educational needs. A special needs tutor works one-on-one with a child outside the classroom, using specialist intervention programs to directly address the underlying causes of the child's learning difficulties. Both roles are valuable but they serve different purposes.

How often should my child see a special needs tutor?

For most children with significant learning difficulties, 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 individual needs and your family's schedule.

How long will my child need special needs tutoring?

This depends on the nature and severity of the difficulty, the child's age, and the intensity of sessions. 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 and consultation.

How do I get started with The Learnability?

Simply 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. You can also call us directly at (310) 218-9466.

Find the Right Special Needs Tutor for Your Child Today

Choosing the right special needs tutor is one of the most important steps you can take for your child's education and confidence. Done right, specialist tutoring can transform a child's relationship with learning — turning frustration and avoidance into genuine progress and growing self-belief.

At The Learnability, our specialist tutors have the training, experience, and genuine commitment to children's wellbeing that makes the difference. We deliver personalised, evidence-based special needs tutoring 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 finding the right support for your child.

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

June 28, 2026 by learnadmin

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:

Contact The Learnability for a free consultation — our specialists will listen to your concerns and help you understand what your child may need
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
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
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

June 28, 2026 by learnadmin

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:

Child struggles to decode and spell → Orton-Gillingham or Wilson Reading System
Child reads but never develops automaticity or fluency → Seeing Stars program
Child reads accurately but does not understand → Visualizing and Verbalizing
Young child with language or pre-reading difficulties → Talkies program
Older child reading significantly below grade level → Wilson Reading System
Child with special educational needs → Special Needs tutoring

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?

June 28, 2026 by learnadmin

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:

Orton-Gillingham tutoring — the gold-standard multisensory approach for dyslexia, targeting phonological processing and decoding
Wilson Reading System — an intensive, structured literacy program for students reading significantly below grade level
Seeing Stars program — builds symbol imagery for reading accuracy, fluency, and spelling
Visualizing and Verbalizing — develops concept imagery for reading and listening comprehension
Lindamood-Bell programs — a family of evidence-based programs targeting different aspects of reading and language
Reading Intervention program — personalised reading support targeting your child's specific areas of difficulty
Special Needs tutoring — specialist support for children with dyslexia, ADHD, autism, and other learning differences

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.

Can Children Outgrow Dyslexia?

June 27, 2026 by learnadmin

It is one of the most common hopes parents hold when they first learn their child has dyslexia: maybe they will grow out of it. Maybe with a little more time, a little more practice, and a little more maturity, the reading difficulties will simply fade away. It is a completely understandable hope — and one that every parent of a struggling reader deserves an honest answer to.

The answer, based on decades of scientific research, is clear: children do not outgrow dyslexia. Dyslexia is a lifelong neurological difference that does not disappear with age or time. But here is what the research also tells us — and this is the part that every parent needs to hear — with the right structured literacy intervention, children with dyslexia can develop strong, confident reading skills and go on to achieve remarkable things in school, in careers, and in life.

At The Learnability, we work with children and families every day who are navigating exactly this question. In this guide, we will give you the full picture — what dyslexia is, why it does not go away on its own, what actually does change as children grow, and what you can do right now to give your child the best possible outcome.

What Is Dyslexia and Why Does It Not Simply Go Away?

Dyslexia is a specific learning difficulty caused by neurological differences in the way the brain processes language. Brain imaging research — particularly the landmark work of Dr Sally Shaywitz at Yale University — has shown that people with dyslexia use different neural pathways when reading than people without dyslexia. These differences are present from birth and do not disappear as a child gets older.

The core challenge in dyslexia is phonological processing — the ability to hear, identify, and manipulate the individual sounds within words. This makes it difficult to connect letters to their sounds, to decode unfamiliar words accurately, and to develop the automatic word recognition that fluent reading requires. Because these are foundational skills that the brain needs to read, and because the neurological differences that cause the difficulty are not outgrown, dyslexia itself does not simply resolve with time.

What this means in practice is that a child with dyslexia who does not receive appropriate intervention will not wake up one morning and find that reading has become easy. The difficulty will persist — and in many cases, the gap between a dyslexic child and their peers will widen over time rather than close, because reading is a skill that builds on itself. The more a child reads, the better they get. A child who avoids reading because it is hard falls further and further behind.

What Does Change as a Child With Dyslexia Gets Older?

While dyslexia itself does not go away, several things do change as children with dyslexia grow older — and it is important for parents to understand what these changes mean.

Coping Strategies Develop

Many children with dyslexia become remarkably skilled at developing strategies to manage their difficulties. They may use context clues to guess unfamiliar words, rely heavily on memory, ask others to read things for them, or avoid situations where their reading difficulty might be noticed. These coping strategies can mask the underlying difficulty, making it appear — to teachers, to parents, and sometimes even to the child themselves — that the problem is less severe than it actually is.

This is one of the reasons why some children with dyslexia are not identified until later in their school career, when the demands of the curriculum outpace their ability to cope. The strategies that worked in early primary school are no longer sufficient when complex reading and writing tasks are required across every subject.

Reading Accuracy May Improve — But Fluency Often Does Not

With time, exposure, and effort, some children with dyslexia do improve their reading accuracy — they learn to decode words more reliably, even if it takes them longer than their peers. However, reading fluency — the ability to read quickly, accurately, and with expression — often remains weak without targeted intervention. Reading feels effortful rather than automatic, which limits how much a child reads for pleasure and how efficiently they can access written information for learning.

Emotional Impact Can Deepen

Without appropriate support, the emotional impact of dyslexia often becomes more significant as children get older. Young children who struggle with reading may simply be confused or frustrated. Older children develop a much clearer awareness of how they compare to their peers, and many begin to internalise the message that they are not as capable or as intelligent as other students. Low self-esteem, reading anxiety, school refusal, and a deeply negative relationship with learning are all common in older children and teenagers with unaddressed dyslexia.

This is one of the most compelling reasons to intervene early. The academic impact of dyslexia is significant — but the emotional and psychological impact of years of struggling without support can be even more profound and long-lasting.

What Does the Research Tell Us About Long-Term Outcomes?

The research on the long-term outcomes of dyslexia without intervention is sobering — and every parent deserves to know it.

A landmark long-term study by the National Institute of Child Health and Human Development found that 74% of children who are identified as poor readers at the end of third grade remain poor readers through high school if they do not receive appropriate intervention. This is not a small or temporary gap — it is a persistent difficulty that follows children through their entire education without the right support.

The same research found that the earlier intervention begins, the better the long-term outcomes. Children who receive structured literacy intervention in kindergarten or first grade make significantly more progress and require significantly fewer hours of support than children who begin intervention in third grade or later. Every year without appropriate support narrows the window of optimal intervention.

However — and this is critical — the research also shows clearly that children with dyslexia who receive appropriate, structured literacy intervention can make excellent progress at any age. It is never too late to benefit from the right support. Children in upper primary school, secondary school, and even adulthood can and do make meaningful, lasting improvements in reading with the right approach.

Can the Brain Change With the Right Intervention?

One of the most extraordinary findings in dyslexia research is that structured literacy intervention does not just teach children to read better — it can actually change the way the brain processes reading. Dr Sally Shaywitz's brain imaging research at Yale demonstrated that children with dyslexia who received intensive, structured literacy instruction showed measurable changes in brain activation patterns after the intervention — with their brains beginning to use the same efficient neural pathways as typical readers.

This finding is genuinely remarkable. It means that the right intervention does not just work around dyslexia — it can help the brain develop more effective reading pathways. The neurological basis of dyslexia may be permanent, but the brain's response to targeted, evidence-based instruction is real and measurable.

This is why the approach matters so much. Not all reading support produces this kind of change. The interventions that have been shown to produce measurable brain changes are structured, explicit, multisensory programs — exactly the kind of programs we offer at The Learnability, including our Orton-Gillingham tutoring, the Wilson Reading System, and our Lindamood-Bell based programs.

What Should Parents Do Instead of Waiting?

If your child has been identified with dyslexia, or if you suspect they may have dyslexia, the single most important thing you can do is stop waiting and start acting. Here is what we recommend:

Step 1 — Seek a Proper Assessment

A proper assessment is the foundation of effective intervention. It identifies the specific nature and severity of your child's reading difficulties, confirms whether dyslexia is present, and provides the information needed to choose the right intervention program. At The Learnability, we offer the Orton-Gillingham Assessment and the WIST Assessment, both of which give a detailed picture of your child's reading profile and guide our program recommendations.

Step 2 — Choose a Structured Literacy Program

Not all reading support is equally effective for children with dyslexia. The approach that research consistently shows works best is structured literacy — explicit, systematic, sequential, and multisensory instruction that directly targets phonological processing and decoding. Programs that are not grounded in structured literacy are unlikely to produce lasting results for children with dyslexia.

At The Learnability, all of our reading intervention programs are grounded in structured literacy. Whether your child works with our Orton-Gillingham tutors, follows the Wilson Reading System, or uses the Seeing Stars program for reading accuracy, they are receiving the kind of intervention that the research supports.

Step 3 — Be Consistent and Patient

Progress with dyslexia intervention is real but it takes time. The brain needs repeated, consistent exposure to new reading pathways to build and strengthen them. Weekly sessions over a sustained period, combined with regular practice between sessions, produce the best results. Parents who stay engaged, stay patient, and stay consistent give their children the best possible chance of success.

Step 4 — Address the Emotional Impact Too

Reading skill is important — but so is how your child feels about themselves and about learning. Make sure your child knows that dyslexia is not their fault, that it does not reflect their intelligence or their potential, and that many successful and remarkable people have dyslexia. Build their confidence alongside their skills. Celebrate every step of progress, however small.

At The Learnability, our tutors understand the emotional dimension of dyslexia as well as the academic one. We create a warm, supportive environment in every session where children feel safe to try, to make mistakes, and to grow. You can find out more about our approach by visiting our contact page and speaking with one of our specialists.

Frequently Asked Questions

Can mild dyslexia go away on its own?

No. Even mild dyslexia does not resolve without intervention. Children with milder dyslexia may develop coping strategies that mask their difficulties, but the underlying phonological processing weakness remains and can become more apparent as academic demands increase. Early intervention is recommended regardless of severity.

My child is 12 and was just diagnosed — is it too late?

It is absolutely not too late. Children and teenagers diagnosed later in their school career can and do make significant progress with the right structured literacy intervention. The intervention may need to be more intensive and sustained than it would have been at an earlier age, but the progress is absolutely achievable. Contact us today and we will create a personalised plan for your child.

Will my child with dyslexia always struggle with reading?

With the right intervention, most children with dyslexia can develop functional reading skills that allow them to access the curriculum, enjoy books, and succeed academically. Reading may always require more effort for them than for non-dyslexic peers, but the gap can be closed significantly with consistent, structured literacy support.

How long does dyslexia intervention take?

The duration of intervention depends on the severity of the difficulty, the age of the student, the intensity of sessions, and how consistently the program is followed. Some students make significant progress within a few months. Others need more sustained support over a longer period. Our specialists at The Learnability will give you a realistic picture of what to expect after an initial assessment.

What is the most effective intervention for dyslexia?

The most effective interventions for dyslexia are structured literacy programs — explicit, systematic, sequential, and multisensory. The Orton-Gillingham approach and the Wilson Reading System are among the most well-researched and effective programs available. At The Learnability, we also offer the Seeing Stars program and Visualizing and Verbalizing for students who need additional support with reading accuracy and comprehension.

Your Child Can Become a Confident Reader

Dyslexia does not go away — but it does not have to hold your child back either. With early identification, the right intervention, and consistent support, children with dyslexia can develop the reading skills they need to thrive in school and beyond. The research is clear, the programs are proven, and the results are real.

At The Learnability, our specialist tutors are experienced in supporting children with dyslexia at every age and stage. 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 confidence they deserve.

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

What Is Structured Literacy and Why Is It Important?

June 21, 2026 by learnadmin

If you have been researching ways to help your child with reading difficulties, you may have come across the term structured literacy. Perhaps a teacher mentioned it, or you found it while searching for dyslexia support or reading intervention programs. But what exactly does structured literacy mean, and why are so many parents, educators, and reading specialists talking about it?

In this guide, we will explain exactly what structured literacy is, why it is considered the most effective approach for teaching reading — particularly for children with dyslexia and other reading difficulties — and how the programs at The Learnability are grounded in structured literacy principles.

By the end of this guide, you will have a clear understanding of structured literacy, why it matters for your child, and what to look for when choosing a reading intervention program.

What Is Structured Literacy?

Structured literacy is an approach to teaching reading and spelling that is explicit, systematic, sequential, and cumulative. It is grounded in decades of scientific research into how children learn to read and why some children struggle. The term was coined by the International Dyslexia Association to describe the type of reading instruction that research consistently shows is most effective — particularly for children with dyslexia, language-based learning disabilities, and other reading difficulties.

Structured literacy teaches the six key components of language that underpin reading and spelling:

Phonology — the sound structure of language, including the ability to hear, identify, and manipulate individual sounds in words
Sound-symbol correspondence — the relationship between letters and the sounds they represent, also known as phonics
Syllable instruction — understanding the six syllable types in English and how to use them to decode and spell words
Morphology — the study of meaningful units within words, including prefixes, suffixes, and root words
Syntax — the rules that govern how words are combined to form sentences
Semantics — the meaning of words, sentences, and written passages

By teaching all of these components explicitly and in a carefully planned sequence, structured literacy gives children a complete and thorough understanding of how the English language works — from the smallest sounds right through to the meaning of complex written text.

All of the reading intervention programs we offer at The Learnability are grounded in structured literacy principles, including our Orton-Gillingham tutoring, Wilson Reading System, and Lindamood-Bell based programs.

How Is Structured Literacy Different From Other Reading Approaches?

To understand why structured literacy matters, it helps to understand how it differs from other approaches to reading instruction — particularly the approach that has dominated many classrooms for the past several decades.

Structured Literacy vs Balanced Literacy

Balanced literacy is an approach to reading instruction that became widely adopted in schools from the 1990s onward. It emphasises reading whole texts, using context clues and picture cues to guess unfamiliar words, and developing a love of reading through exposure to books. While balanced literacy has some merits, research has consistently shown that it is insufficient for children who struggle with reading — and in particular for children with dyslexia.

The core problem with balanced literacy for struggling readers is that it does not explicitly teach the phonics and decoding skills these children need. It assumes children will naturally absorb the rules of reading through exposure — but for children with dyslexia and reading difficulties, this does not happen. They need the rules taught directly, clearly, and repeatedly.

Structured literacy takes the opposite approach. Nothing is left to chance. Every sound, every letter pattern, every rule is taught explicitly and practised systematically until it is fully mastered.

Structured Literacy vs Whole Language

The whole language approach — which preceded balanced literacy — placed even greater emphasis on meaning and context, and even less emphasis on phonics. Children were encouraged to use the overall meaning of a sentence to guess unfamiliar words, rather than decoding them sound by sound. For children with strong natural reading ability, this approach may not cause significant harm. For children with dyslexia or reading difficulties, it can be genuinely damaging — reinforcing guessing strategies instead of building real decoding skills.

Structured literacy replaces guessing with genuine knowledge. Children who learn through a structured literacy approach do not need to guess words — they have the tools to decode them accurately and independently.

What the Research Says

The scientific evidence in favour of structured literacy is overwhelming. The landmark National Reading Panel report, published in 2000, identified phonemic awareness and systematic phonics instruction as two of the five essential components of effective reading instruction. Subsequent research — including the landmark work of Louisa Moats, Reid Lyon, and Sally Shaywitz — has consistently confirmed that structured, explicit, systematic reading instruction is the most effective approach for all children, and especially for those with dyslexia.

The Science of Reading movement, which has gained significant momentum in recent years, is built on this same body of research. More and more school districts across the United States are now moving away from balanced literacy and toward structured literacy approaches — a change that is long overdue and genuinely encouraging for families of struggling readers.

The Key Principles of Structured Literacy

Structured literacy is not a single program — it is an approach defined by a set of core principles. Understanding these principles will help you recognise structured literacy when you see it, and evaluate whether a reading program or tutor is truly using it.

Explicit Instruction

In structured literacy, nothing is taught indirectly or assumed. Every concept — every sound, every letter pattern, every rule — is taught directly and clearly. The teacher demonstrates the concept, explains it in clear language, and ensures the student understands it before moving on. There is no expectation that children will figure things out for themselves through exposure or trial and error.

Systematic and Sequential

Skills are introduced in a logical, planned sequence — from simple to complex, from concrete to abstract. Every new skill builds on what has already been mastered. There are no gaps and no jumps. This systematic progression ensures that children develop a complete and solid understanding of the reading and spelling system rather than a patchy, inconsistent one.

Cumulative

New learning is always connected to previous learning. Skills taught earlier in the program are regularly reviewed and practised throughout, ensuring they are fully consolidated before new complexity is added. This cumulative approach prevents the common problem of children appearing to master a skill and then losing it when new material is introduced.

Multisensory

Structured literacy uses multiple senses simultaneously — seeing, hearing, saying, and touching — to reinforce learning. This multisensory approach is particularly effective for children with dyslexia because it creates multiple pathways in the brain for the same information, making it easier to retain and retrieve. At The Learnability, multisensory instruction is at the heart of everything we do.

Diagnostic and Responsive

Effective structured literacy instruction is always tailored to the individual student. A good structured literacy tutor continuously assesses the student's understanding and adjusts instruction based on what they observe. No two students follow exactly the same path through a structured literacy program, because no two students have exactly the same profile of strengths and difficulties.

Mastery-Based

Students do not move on to new material until they have fully mastered what they are currently working on. This is a critical difference from classroom instruction, where the pace is often set by the curriculum rather than the individual child. In structured literacy, mastery — not time — determines progression.

Why Is Structured Literacy So Important for Children With Dyslexia?

Dyslexia is a specific learning difficulty that affects the ability to read, write, and spell. It is neurological in origin — it is caused by differences in the way the brain processes language — and it is not related to intelligence. Children with dyslexia are often bright, creative, and capable in many areas, but they find reading and spelling genuinely difficult in a way that standard classroom instruction does not address.

The core difficulty in dyslexia is phonological processing — the ability to hear, identify, and manipulate the individual sounds in words. Children with dyslexia struggle to connect letters to their corresponding sounds, to decode unfamiliar words, and to develop the automatic word recognition that fluent reading requires. These are precisely the skills that structured literacy targets directly.

Research by Dr Sally Shaywitz at Yale University has shown that structured literacy instruction can actually change the way the brain processes reading. Brain imaging studies have demonstrated that children with dyslexia who receive structured literacy instruction begin to show brain activation patterns more similar to those of typical readers — evidence that structured literacy does not just teach around dyslexia, it helps the brain develop more efficient reading pathways.

This is why every program we offer at The Learnability is rooted in structured literacy. Whether your child is working with our Orton-Gillingham tutors, following the Wilson Reading System, or using the Seeing Stars program for reading accuracy, they are receiving structured literacy instruction that is evidence-based and proven to work.

Is Structured Literacy Only for Children With Dyslexia?

No. While structured literacy is particularly essential for children with dyslexia, research shows that it is the most effective approach to reading instruction for all children. A large-scale study by the National Institute of Child Health and Human Development found that structured, explicit phonics instruction benefits all children — not just those with reading difficulties.

Children who are learning to read typically benefit from the clear, systematic structure that this approach provides. Children who are struggling benefit even more, because they are not left to figure out rules that do not come naturally to them. And children who have already fallen behind benefit because structured literacy gives them a way to fill in the gaps that have accumulated and rebuild their reading skills from a solid foundation.

At The Learnability, we work with children across a wide spectrum of reading ability and need — from children with confirmed dyslexia diagnoses to children who are simply not making the progress their parents know they are capable of. Structured literacy is our foundation regardless of the specific program or the individual child's profile.

How to Recognise a Structured Literacy Program

With so many reading programs and tutoring services available, it can be difficult for parents to know what to look for. Here are the key questions to ask when evaluating whether a reading program or tutor is truly using a structured literacy approach:

Is phonics taught explicitly and systematically, or is it taught incidentally through whole-text reading?
Does the program follow a clear, planned sequence of skills from simple to complex?
Is instruction multisensory — does it engage seeing, hearing, saying, and touching?
Is the student required to master each skill before moving on?
Is the program based on the Science of Reading and endorsed by organisations such as the International Dyslexia Association?
Is instruction individualised and responsive to the student's specific needs?

At The Learnability, the answer to all of these questions is yes. Our tutors are trained in structured literacy approaches and deliver personalised, evidence-based instruction through our reading intervention programs and special needs tutoring services. If you would like to find out more or speak with one of our specialists, visit our contact page today.

Frequently Asked Questions

Is structured literacy the same as phonics?

Phonics is one important component of structured literacy, but structured literacy is much broader. In addition to phonics, structured literacy includes phonemic awareness, syllable instruction, morphology, syntax, and semantics. Phonics alone, while important, does not cover all of the language knowledge children need to become fully proficient readers.

What is the difference between structured literacy and the Orton-Gillingham approach?

The Orton-Gillingham approach is one of the original and most well-known structured literacy approaches. Many of the most effective reading programs used today — including the Wilson Reading System and Lindamood-Bell programs — are based on or influenced by Orton-Gillingham principles. Structured literacy is the broader term that encompasses all of these approaches.

Why did my child's school not use structured literacy?

Many schools have historically used balanced literacy or whole language approaches rather than structured literacy, despite the research evidence in favour of structured literacy. This is changing as the Science of Reading movement gains momentum and more states mandate structured literacy instruction in schools. In the meantime, private tutoring from a structured literacy specialist — like those at The Learnability — can fill the gap.

How quickly will my child improve with structured literacy instruction?

Progress depends on the individual child, the intensity of instruction, and how consistently the program is followed. However, research consistently shows that structured literacy produces meaningful, lasting improvements in reading and spelling for the vast majority of students — including those with dyslexia. The key is consistency and starting as early as possible.

How do I get started with structured literacy tutoring for my child?

The best first step is to contact The Learnability for a free consultation. Our specialists will discuss your child's needs, recommend the right program, and guide you through the next steps. We offer a range of structured literacy programs delivered online through personalised one-on-one sessions.

Give Your Child the Reading Foundation They Deserve

Every child has the right to learn to read using the approach that research shows works best. Structured literacy is not a new idea — it is a well-established, evidence-based approach that has been transforming the lives of struggling readers for decades. If your child has been struggling with reading and has not yet received structured literacy instruction, that is the most important change you can make.

At The Learnability, all of our reading programs are built on structured literacy principles. Our specialist tutors deliver personalised, one-on-one online sessions that give your child exactly the instruction they need — explicit, systematic, multisensory, and tailored to their individual profile.

Book your free trial session today and take the first step toward giving your child the reading foundation they 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 the Wilson Reading System? A Complete Parent Guide

June 21, 2026 by learnadmin

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)

June 6, 2026 by learnadmin

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.