“I think my child has dyslexia”

This page walks through early signs, what to track, and how to start conversations with school without turning every email into a battle.

1. Patterns to notice over time

• Reading that stays slow or effortful even with good effort and practice.
• Difficulty matching letters and sounds, or remembering common sight words.
• Trouble spelling the same word the same way twice, even simple ones.
• Strong verbal skills or story-telling, but written work that looks far below what they can say out loud.

2. Start a simple log

• Pick one place to write: a notes app, shared document, or paper notebook.
• Capture concrete examples: exact sentences, worksheets, or quotes from teachers.
• Note what helps too: “reads better with larger font” or “understands audio quickly.”
• This log becomes useful data for school teams and any evaluator.

3. First conversations with school

• Start by assuming partnership: most teachers want to help but are stretched thin.
• Use “I notice / I wonder” language instead of blame.
• Bring your log and one or two clear questions, not a ten-page printout.
• If you are asking for an evaluation, ask what the process and timeline look like in your district.

4. Talking with siblings

• Explain dyslexia as a brain wiring difference, not as “better/worse.”
• Give every child language for their own strengths and challenges, not just the one being evaluated.
• Watch for quiet resentment: “Why does they get extra time / help?”
• Make family routines that feel fair even if they are not identical.