How to Get Your Child Tested for Dyslexia (And What to Do Next)

If you’ve been asking yourself, “Does my child have dyslexia?” or “Why is reading so hard?”—you’re not alone. Many parents begin noticing signs early on, and figuring out how to get a dyslexia diagnosis can feel overwhelming.

The good news? There’s a clear path forward—and even better, there are highly effective ways to support your child with or without a formal diagnosis.

Signs Your Child May Have Dyslexia

Before seeking testing, it helps to recognize common signs of dyslexia. These may include:

• Difficulty connecting letters and sounds

• Trouble sounding out (decoding) words

• Slow or labored reading

• Poor spelling despite practice

• Avoidance of reading or writing tasks

If your child is bright and capable but struggling with reading, it’s worth taking the next step.

How to Get a Dyslexia Diagnosis

When parents search “how to test for dyslexia,” there are typically two main paths:

1. Request a School Evaluation

You can submit a written request to your child’s school asking for a special education evaluation under IDEA (Individuals with Disabilities Education Act).

The school may:

• Conduct assessments in reading and language

• Identify a Specific Learning Disability (SLD) in reading

• Offer an IEP or intervention plan

Keep in mind: schools don’t always formally use the term dyslexia, even if the characteristics are present.

2. Seek a Private Evaluation

A private evaluation from a psychologist or educational diagnostician can:

• Provide a formal dyslexia diagnosis

• Offer detailed insight into your child’s learning profile

• Help guide more targeted intervention

While this route can be more expensive, it often gives families clarity and direction.

What Matters Most: The Right Intervention

Here’s the most important takeaway:

👉 A dyslexia diagnosis is helpful—but it’s not what teaches your child to read.

What truly makes the difference is evidence-based reading intervention.

The most effective approaches are grounded in the Science of Reading and often use structured literacy methods like Orton-Gillingham.

These approaches are:

• Explicit and direct

• Systematic and sequential

• Multisensory (engaging visual, auditory, and movement pathways)

• Responsive to your child’s individual needs

When implemented consistently, these methods have a high success rate for helping struggling readers—including those with dyslexia—make meaningful progress.

You Don’t Need to Wait for a Diagnosis

This is something many families don’t realize:

You can start effective reading support right now.

Your child does not need:

• A formal diagnosis

• A school label

• Or a long evaluation process

…to begin receiving high-quality instruction.

In fact, starting early with structured literacy intervention can:

• Prevent further reading gaps

• Build confidence sooner

• Reduce frustration and school-related stress

These approaches are not only effective for dyslexia—they are beneficial for any child struggling with reading.

What Progress Can Look Like

With the right support, children often begin to show:

• Stronger decoding skills

• Improved reading fluency

• More consistent spelling patterns

• Increased confidence and willingness to read

Progress takes time, but it is absolutely achievable with the right tools and instruction.

You Don’t Have to Figure This Out Alone

If you’re navigating concerns about dyslexia, it can feel overwhelming—but you don’t have to sort through it all by yourself.

Whether you’re:

• Trying to decide if your child should be tested

• Waiting on a school evaluation

• Or ready to start intervention now

Getting guidance from someone trained in structured literacy and dyslexia support can make the process much clearer.

If you’re looking for support, I offer virtual reading intervention and parent guidance using Orton-Gillingham-based methods designed specifically for struggling readers. My goal is to help children build the skills—and confidence—they need to become successful readers.

You can learn more or reach out here:
👉erinluchterhand.com

👉 erin@erinluchterhand.com

Final Thoughts

If you suspect dyslexia, trust your instincts and take action. A diagnosis can open doors—but the real transformation happens through effective, evidence-based instruction.

Your child can learn to read.
And with the right support, they will.

If you’ve worked with—or parented—a child who is struggling in school, you’ve likely noticed something: the challenges don’t fit neatly into one box.

A student isn’t just struggling to read.
They’re also having trouble focusing.
They’re overwhelmed by writing.
They avoid tasks.
They melt down more easily than peers.

This is where the concept of co-morbidity becomes essential—and often misunderstood.

What Is Co-Morbidity?

Co-morbidity simply means that more than one diagnosis or condition is present at the same time.

In the world of education and neurodivergence, this is not the exception—it’s the norm.

For example:

• A child with dyslexia may also have ADHD

• A student with ADHD may also struggle with executive functioning or anxiety

• A learner with language delays may also present with reading difficulties

• A child with autism may also have challenges with motor planning, attention, or learning differences

These overlaps are not random. They are deeply interconnected.

Why Co-Morbidity Is So Common

The brain doesn’t develop in isolated compartments. Skills like reading, attention, memory, language, and emotional regulation are all interconnected systems.

When one area is impacted, others are often affected as well.

For example:

• Reading requires working memory, processing speed, language, and attention

• Writing requires motor planning, organization, language, and executive function

• Following directions requires auditory processing, attention, and memory

So when a child struggles with reading, it’s rarely just about reading.

The Problem with “Single Diagnosis Thinking”

One of the biggest barriers families face is the tendency to look for one label and one solution.

This can lead to:

• Interventions that don’t fully address the child’s needs

• Frustration when progress is slower than expected

• Misinterpretation of behaviors (e.g., “lack of effort” vs. cognitive overload)

For example:
A child receiving reading intervention may still struggle—not because the intervention is ineffective—but because:

• Their attention challenges are not being supported

• Their working memory is overloaded

• Their anxiety is interfering with learning

What This Means for Orton-Gillingham (OG) Instruction

Orton-Gillingham is a powerful, structured, and research-based approach for teaching reading.

But even the best reading intervention cannot operate in isolation.

When co-morbidities are present (and they often are), students may need:

• More repetition and review

• Shorter, more focused sessions

• Explicit executive function support

• Built-in movement or sensory breaks

• Emotional support and regulation strategies

In other words:
We don’t change the integrity of OG—we adjust how we deliver it.

Signs You May Be Seeing Co-Morbidity

You might be working with a student who has co-morbid needs if:

• Progress is inconsistent despite strong instruction

• The student understands concepts but struggles to apply them

• Attention fluctuates significantly

• There is avoidance, shutdown, or emotional overwhelm

• Skills vary widely across different tasks

These are not signs of failure—they are signals for more comprehensive support.

Supporting the Whole Learner

When we acknowledge co-morbidity, we shift from asking:

“What’s the one thing wrong?”

to asking:

“What combination of supports does this learner need to succeed?”

This leads to:

• More individualized instruction

• More realistic expectations

• Better outcomes over time

Final Thoughts

Co-morbidity is not a complication—it’s a clarification.

It helps explain why some students need more support, more flexibility, and more understanding.

And most importantly, it reminds us:

If a child is struggling, it’s not because they aren’t trying—it’s because their brain is working harder across multiple domains.

When we teach with that lens, everything changes.