UNDERSTANDING DYSLEXIA:
What New York Parents, Teachers, and Educators Need to Know
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Introduction
Dyslexia is one of the most common learning disabilities affecting children in New York State public schools, private schools, and high schools. Dyslexia literally means bad language. It is a neurodevelopmental disorder that impacts reading, spelling, and writing due to phonological weaknesses. According to the Dyslexia Center of Utah, An estimated 70-80% of individuals with weak reading abilities may have dyslexia. Around 15-20% of the population, or one in five students, experience a language-based learning disability. Among these, dyslexia is the most prevalent.
5–6% of students have dyslexia severe enough to qualify for special education services. Up to 15–20% of students may show some signs or symptoms of dyslexia that affect learning. Socioeconomic factors play a role, with children in poverty at higher risk. Dyslexia is often misunderstood, but it is not linked to intelligence—figures like Albert Einstein had it, and over 50% of NASA employees are dyslexic. Published in May 2024, the Delphi Study, a new definition of dyslexia, a multifactorial nature of dyslexia, may not immediately influence NYC DOE policies due to factors like the need for peer review, existing frameworks, and the time required for widespread acceptance and implementation.
Despite its challenges, dyslexia is not related to intelligence or effort. Many successful individuals, including Whoopi Goldberg and Steven Spielberg, had dyslexia. However, without early NYC dyslexia screening, many students in kindergarten, elementary schools, and high schools struggle in the public school system without the proper support. Common signs include difficulty with phonemic awareness, letter reversals, slow reading, and struggles with spelling.
The audio documentary Sold a Story as well as several documentary films about dyslexia, including Blame It On Gutenberg, The Right to Read, The Truth about Reading, and Hopeville: How to Win the Reading Wars, are helpful introductions to dyslexia and issues about reading instruction in the U.S.
With increased awareness, legislative support, and better interventions, parents and educators can recognize key literacy milestones, understand dyslexia’s impact, and ensure dyslexic students receive the right support to succeed.
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Common Signs of Dyslexia
Signs of dyslexia vary based on age and academic level. These signs also overlap with language learning issues seen in developmental language disorders. Here’s what to look out for:
Preschool (Ages 3-5)
1. Late talking and difficulty learning new words
Example: A preschooler may struggle with verbal expression, using short, incomplete sentences or relying heavily on gestures. They may have difficulty recalling the names of everyday objects, even those they frequently use, such as “cup” or “car.” Unlike their peers, they might take longer to learn new words, requiring multiple exposures before using them consistently. Late talking is likely a sign of a developmental language disorder, which will negatively impact the child’s literacy skills.
2. Trouble with rhyming, letter recognition, and phonemic awareness
Example: A child may struggle to recognize rhyming words in songs like Twinkle, Twinkle, Little Star or The Cat in the Hat. When shown flashcards, they may struggle to identify letters. These difficulties suggest early signs of phonemic awareness deficits, a hallmark of dyslexia, which can later affect reading acquisition.
3. Difficulty remembering colors, numbers, and letters
Example: Despite frequent exposure, a preschooler may repeatedly misidentify colors, calling everything “blue” or “red.” They may struggle with counting, often skipping numbers or counting out of sequence. They might forget previously learned letters when playing with letter blocks or puzzles, requiring constant reteaching. This can also be a sign of a developmental language disorder.
Early Elementary (Ages 5-8)
1. Struggles with phonemic segmentation, decoding, and blending sounds even after explicit instruction in how to do these tasks
Example: A kindergartner or first-grader may have difficulty breaking words into sounds (e.g., identifying the sounds in “cat” as /k/ /a/ /t/) or blending sounds to form a word. They may guess words based on pictures instead of sounding them out, leading to frequent reading errors. This difficulty in decoding words can make early reading instruction frustrating and slow.
2. Confusion with similar-looking or sounding letters (e.g., b/d, p/q)
Example: A student might frequently reverse letters when writing or reading, struggling to distinguish between “b” and “d” or “p” and “q.” When reading aloud, they may substitute words with similar sounds, such as saying “big” instead of “dig,” making comprehension more difficult. Despite repeated corrections, this confusion may persist beyond the early grades. If these difficulties persist beyond second grade, especially into third grade or later, it may be a red flag for dyslexia or a language based learning disability.
3. Problems with sight words, spelling, and early reading instruction
Example: A child with dyslexia may struggle to recognize common sight words like “the,” “was,” and “said,” even after repeated practice. Their spelling might be highly inconsistent, with errors like “frend” for “friend” or “jumpt” for “jumped.” Teachers may notice that they avoid reading aloud or become anxious when asked to spell words in front of their peers. When children repeatedly sound out and spell sight words, they build strong connections between the letters and sounds, which helps them recognize these words instantly. This repeated practice moves sight words from being something they have to think about to something they can read automatically, freeing up their brain to focus on understanding what they’re reading. By doing this, children not only improve their reading fluency but also strengthen their spelling and writing skills, making them more confident readers and writers.
3. Difficulties with decoding, spelling, and early reading skills
Example: A child with dyslexia may struggle to decode and spell high-frequency words like “the,” “was,” and “said,” even after repeated practice. Their spelling may be inconsistent, with errors like “frend” for “friend” or “jumpt” for “jumped.” Research suggests that all words, including those with unexpected phoneme-grapheme correspondences, are best learned through decoding and encoding rather than visual memorization. Teachers may notice that these students avoid reading aloud or become anxious when asked to spell words in front of their peers.
Later Elementary (Ages 8-12)
1. Slow reading speed, poor fluency, and trouble with comprehension
Example: A fourth or fifth grader may read significantly slower than their peers, frequently pausing to sound out words. They may guess at longer words based on the first syllable or on context. Their reading may sound choppy, lacking natural rhythm and expression. Even when they read fluently, they may struggle with comprehension, forgetting key details or failing to grasp the main idea of a passage.
2. Persistent spelling difficulties and organization issues in writing
Example: Students with dyslexia may struggle with spelling despite instruction, often making phonetic errors such as writing “nite” instead of “night.” Spelling and punctuation challenges are common in dyslexia. However, significant difficulties with organizing writing, structuring assignments, and planning essays are more often linked to executive function challenges, dysgraphia, or a lack of explicit instruction in the writing process.
3. Reading difficulties that extend into other subjects
Example: Dyslexia not only impacts language arts—it can affect performance in math, science, and social studies. Students may struggle to complete word problems due to difficulty reading and understanding instructions. In science, they may have trouble grasping new vocabulary and recalling key concepts from their textbook readings.
High School and Adulthood
1. Continued struggles with reading comprehension and fluency
Example: A high school student may avoid assigned readings or rely on audiobooks and summaries to keep up with coursework. They might take significantly longer to complete reading assignments, frequently rereading sentences to grasp their meaning. They may struggle to process complex questions quickly when taking tests, leading to slower response times and incomplete answers.
2. Difficulty navigating NYC education advocacy programs for proper support
Example: High school students and adults with dyslexia may struggle to access the needed services due to difficulties understanding application processes. High school students and adults with dyslexia may struggle to access the services they need due to complex application processes. While parents typically handle paperwork and advocate for accommodations in high school, students without strong parental support may face challenges in securing an Individualized Education Plan (IEP) or testing accommodations. Adults with dyslexia, who must navigate these processes independently, may also struggle to access the full benefits of available support programs without proper guidance.
3. Challenges with note-taking, foreign language learning, and written expression.
Example: Taking notes in class can be overwhelming, as students may struggle to keep up with lectures and organize their notes in a way that makes sense for later study. Dyslexia can make learning a second language challenging because it affects how children process sounds, memorize words, and decode text, especially in languages with complex spelling rules like English or French. However, more straightforward languages like Spanish, with consistent spelling and pronunciation, may be easier for dyslexic learners to pick up. With the right teaching strategies and support, learning a second language can even strengthen literacy skills and boost confidence.
Clarifying the Definition of Dyslexia in NYC
Dyslexia as a Learning Disability in New York State
In New York State, dyslexia is classified as a specific learning disability (LD), not a language disorder. Because of this classification, only psychologists and neuropsychologists are authorized to diagnose dyslexia formally.
- School psychologists are trained to identify learning disabilities that qualify under IDEA, such as a Specific Learning Disability (SLD) in reading. While a formal medical diagnosis of dyslexia is not required in New York schools, school personnel are not prohibited from using the term “dyslexia.” As a result, their identification of an SLD in reading can closely resemble a diagnosis of dyslexia. This overlap can be confusing and should be clearly explained to families.
- Special educators and SLPs cannot diagnose dyslexia, but they contribute valuable insights that inform evaluations.
- In schools, dyslexia is typically addressed under the broader category of “Specific Learning Disability (SLD) in Reading.” While “dyslexia” and “SLD-Reading” refer to the same underlying condition, the terminology differs by context: “dyslexia” is more commonly used in medical or clinical settings, whereas schools use “SLD in Reading” as part of special education eligibility. Schools focus on how the condition affects learning and provide appropriate interventions, rather than making a medical diagnosis.
Key Differences:
- Specific Learning Disability (SLD) under IDEA: Schools identify SLD through educational and psychological evaluations, including assessments like the Woodcock-Johnson, rather than requiring a formal dyslexia diagnosis.
- Medical/Psychological Diagnosis: While this can provide valuable insights and help secure private interventions, it does not guarantee public school services. Many private and non-public specialized schools require a neuropsychological evaluation to diagnose dyslexia for admission. A school psychologist’s determination of a Specific Learning Disability (SLD) in Reading is often insufficient to enter these schools.
- Why Seek a Private Diagnosis? A private neuropsychological evaluation may provide more detailed recommendations for accommodations, tutoring, or advocacy in securing public school-based support or placement in a private special education school that offers dyslexia intervention.
Expanding Access to Dyslexia Diagnosis and Support in New York State
The New York State Dyslexia and Dysgraphia Task Force: Report and Recommendations is a particularly relevant document for NYC and NYS parents and educators. While it does not alter NYSED policy, it provides key recommendations for supporting students with dyslexia and dysgraphia. Notably, it highlights the Dyslexia Diagnosis Access Act (S5481A/A.2898A), a groundbreaking law that makes New York the first state to mandate commercial health insurance coverage for comprehensive neuropsychological evaluations for suspected dyslexia.
Neuropsychological evaluations, which can cost between $5,000 and $10,000, are crucial for diagnosing dyslexia and assessing students’ psychological, emotional, and educational needs. This law ensures that such evaluations are accessible to all students who need them, removing financial barriers to diagnosis.
The law amends Section 4303 of the New York State Insurance Law, adding a new subsection (vv), which states:
- Health insurance policies covering physician services, medical, major medical, or similar comprehensive care must also cover testing for suspected dyslexia. These policies cannot exclude coverage for the screening, diagnosis, or treatment of medical conditions otherwise covered under the plan.
- Coverage must include comprehensive neuropsychological evaluations to diagnose dyslexia and determine the psychological, emotional, and educational wellness needs of the individual.
This law is a significant step toward making early diagnosis and intervention more accessible, ensuring students receive the support they need without financial barriers.
The “Handcuffed” Role of SLPs in NY State
Although research increasingly recognizes dyslexia as a language-based disorder, New York State does not classify it as a language disorder—it remains under the learning disability category. This distinction limits an SLP’s ability to provide a formal dyslexia diagnosis, even though they are highly trained in assessing phonological processing, oral language, and literacy skills.
Speech-language pathologists (SLPs) are licensed clinicians who diagnose and treat language disorders using a medical model. They assess expressive and receptive language skills, phonological processing abilities, and oral language development (narrative, discourse, and vocabulary), all of which are critical for literacy and reading success.
The Link Between Oral Language & Dyslexia
Dyslexia is a language-based learning disability, and children with dyslexia often have deficits in oral language skills long before they struggle with reading. Research shows that weak vocabulary, poor phonological awareness, and difficulty with sentence structure can predict later reading difficulties.
Understanding Dyslexia in NYC Education
Recent Research & The Role of Early Literacy
New York City schools have recently mandated evidence-based literacy curricula, ensuring that all schools adopt structured approaches to reading instruction. Non-evidence-based programs, such as Teachers College Units of Study (Lucy Calkins), are being phased out in favor of methods grounded in the science of reading. These approaches emphasize phonics, phonemic awareness, fluency, vocabulary, and comprehension—the five pillars of reading. As part of this shift, traditional “reading level” assessments are being replaced with more research-backed measures of literacy development.
Within this framework, models like the Language Literacy Network highlight the integration of word recognition and language comprehension in reading and writing. The Direct and Indirect Effect Model of Reading (DIER) further explains how reading comprehension emerges from foundational skills such as phonics, vocabulary, and listening comprehension. Additionally, phonemic awareness benchmark assessments play a crucial role in NYC’s approach, helping identify students who need early intervention by assessing their ability to recognize, segment, and manipulate sounds in spoken words. These shifts aim to ensure that all students receive effective literacy instruction based on proven methods.
Regardless of the model, the National Reading Panel Report (2000) recommends addressing the following five pillars of reading instruction:
Dyslexia and the Public School System
- Many public schools do not provide NYC dyslexia tutors or structured intervention programs.
- Do NYC public schools test for dyslexia? Unfortunately, NYC public schools are not mandated to conduct comprehensive dyslexia evaluations.
In the context of dyslexia, multisensory learning is an approach that engages multiple sensory pathways—visual (sight), auditory (hearing), tactile (touch), and kinesthetic (movement)—to enhance reading, spelling, and comprehension. Students strengthen neural connections by integrating these senses simultaneously and improving their ability to process and retain information. Structured Literacy, which uses systematic, explicit, and diagnostic teaching with lots of practice and immediate error correction, is the most research-backed approach to teaching reading. While multisensory activities (like using movement or touch) may not directly make learning faster or longer-lasting for every child, they can improve engagement and motivation, which helps kids stay focused and enjoy learning. For children with dyslexia or reading challenges, combining Structured Literacy with multisensory elements can be especially beneficial.
Dyslexia and Private Schools in NYC
- Private Schools like the Mary McDowell Friends School, The Windward School, Winston Preparatory School, and Churchill School provide structured literacy instruction designed specifically to support students with dyslexia.
- The Sterling School in Brooklyn, New York, is a private institution specializing in educating students with dyslexia and language-based learning disabilities through small class sizes and a structured, multisensory Orton-Gillingham approach for grades 2 to 6. While it offers specialized programs, families should contact the school directly for details about tuition, financial aid, and possible acceptance of Department of Education (DOE) funds.
These schools offer structured literacy instruction, speech-language therapy, and specialized programs for students with language-based disabilities.
Understanding RTI (Response to Intervention) and Its Role in Supporting Reading Development
In New York City and across the United States, many public schools utilize a framework called Response to Intervention (RTI) to identify and support students struggling with reading, including those at risk for dyslexia.
What is RTI?
RTI is a multi-tiered approach to early identification and support of students with learning and behavior needs. It is not a diagnosis, but rather a system for providing targeted help as soon as students show signs of difficulty. It is especially important for preventing reading challenges from becoming more severe.
The Three Tiers of RTI:
- Tier 1: Universal Instruction
All students receive high-quality, evidence-based instruction in the general education classroom. Teachers use universal screening assessments several times a year to monitor progress and identify students who may require additional support. - Tier 2: Targeted Intervention
Students who are not making adequate progress in Tier 1 receive additional small-group instruction focused on specific skills, such as phonemic awareness, phonics, or reading fluency. These interventions are more intensive than classroom instruction and are carefully monitored for effectiveness. - Tier 3: Intensive Individualized Intervention
Students who continue to struggle despite receiving Tier 2 support often receive individualized, intensive intervention, typically in one-on-one or very small group settings. These sessions are longer, more frequent, and tailored to the student’s unique learning needs.
Why RTI Matters for Dyslexia
For students with dyslexia, early intervention is crucial. RTI helps schools recognize reading difficulties early and provide support without waiting for students to “fail” before offering help. In NYC public schools, RTI is also a required step before referring a student for a special education evaluation for a reading disability.
Parents should be aware that while RTI offers valuable support, it is not a substitute for a formal diagnosis of dyslexia. If a child continues to struggle despite intervention, a comprehensive evaluation by a qualified professional is essential to gain a complete understanding of the situation and to access specialized services.
Mayor Eric Adams’ Push for Early Dyslexia Screening
Mayor Adams, who has openly shared his struggles with dyslexia, has made early detection of reading difficulties a priority in NYC public schools. As part of this initiative, all elementary schools must now screen K–2 students three times per year using reliable tools like Acadience and MAP Growth to identify those at risk for reading challenges, including dyslexia.
While screeners are not diagnostic, they flag students who may need further evaluation to confirm specific learning needs and receive appropriate support. To strengthen literacy instruction, schools are also required to implement evidence-based literacy and phonics programs, reflecting a citywide shift toward structured literacy.
NYC has also expanded dyslexia-focused education, with a new elementary school opening in the Bronx, joining an existing charter school on Staten Island. These specialized schools provide targeted interventions to help students overcome reading challenges.
By prioritizing early screening, structured literacy, and specialized support, NYC is working to improve reading outcomes for all students.
Where to Test for Dyslexia in New York City
- Public Schools: Limited testing options available.
- Private Neuropsychologists: Offer NYC neuropsychological evaluations for an official diagnosis.
New York State Dyslexia and Dysgraphia Task Force Report
The New York State Education Department (NYSED), in collaboration with various stakeholders, has established the following definitions for dyslexia, dysgraphia, and dyscalculia:
Dyslexia is a learning disorder that primarily affects reading skills. It is commonly associated with challenges in phonological processing—such as recognizing, blending, and manipulating speech sounds—along with difficulties in decoding, reading fluency, and spelling.
Students with dyslexia may read inaccurately, slowly, or with significant effort. They often demonstrate stronger listening comprehension skills compared to reading comprehension. Dyslexia stems from brain-based phonological processing difficulties rather than issues related to intelligence or vision.
Early identification, and early intervention are vital. Research shows that if reading challenges persist beyond third grade, there is a 75% likelihood they will continue into high school. Early screening tools can help identify risks and facilitate timely support to enhance literacy and learning.
The Individualized Education Program (IEP) Process
The Individualized Education Program (IEP) process is a structured approach designed to ensure that students with disabilities receive the necessary educational support. Governed by the Individuals with Disabilities Education Act (IDEA), the process involves collaboration between parents, educators, and specialists. It begins with a referral for evaluation, where either parents or school personnel request an assessment of the child’s needs. With parental consent, a comprehensive evaluation is conducted to determine eligibility for special education services, focusing on academic and functional performance.
Once eligibility is confirmed, an IEP meeting is scheduled within 30 days, during which the IEP team develops a customized plan. This plan includes measurable goals, present levels of performance, special education services, and considerations for the least restrictive environment (LRE). Parents must consent before services are implemented. The child’s progress is monitored regularly, and the IEP is reviewed annually, with reevaluations conducted as needed. Key protections, such as parental participation and procedural safeguards, ensure that families have a voice in their child’s education and access to dispute resolution if necessary.
Why is an IEE Important for Dyslexia?
An IEE ensures an unbiased, expert evaluation that can identify specific reading challenges and lead to targeted support. Early identification and intervention are critical for children with dyslexia to receive appropriate educational accommodations and services.
The NYC Department of Education (DOE) screens all public school students three times yearly for literacy difficulties to identify those at risk for dyslexia. If concerns arise, further evaluations may be conducted, including:
- Psychoeducational Assessments (IQ, memory, processing speed, phonological awareness, reading fluency)
- Test of Word Reading Efficiency (TOWRE-2) – used for word recognition
- WIAT-4 Dyslexia Index – a screening tool that measures dyslexia risk, providing a standardized score (40–160), but does not serve as a formal diagnosis.
- Comprehensive Test of Phonological Processing- Second Edition (CTOPP-2) – for phonological awareness and rapid naming.
- The Tests of Dyslexia (TOD) – a reliable tool for identifying dyslexia-related difficulties in children and teens (ages 5–17), assessing phonological processing, rapid naming, spelling, and reading fluency. While research supports its validity (reliability ≥ 0.80), it is a newer test requiring further independent validation.
Since dyslexia and language disorders can have overlapping symptoms, involving a speech-language pathologist (SLP) is crucial to rule out a broader language disorder that may affect reading development. Speech therapy plays a vital role in dyslexia intervention by strengthening phonological awareness and language processing—the foundational skills necessary for reading success. Because no single test is sufficient for diagnosing dyslexia, a trained professional should interpret results and, if needed, conduct further assessments to guide appropriate intervention strategies.
IEP Eligibility vs. Medical Diagnosis of Dyslexia
A medical diagnosis of dyslexia is not required for a student to receive an Individualized Education Program (IEP). While a medical diagnosis identifies cognitive challenges through neurological and psychological testing, an educational diagnosis focuses on how dyslexia impacts reading, writing, and academic performance. The educational diagnosis is what determines eligibility for school-based support and interventions, ensuring your child receives the right instructional strategies and accommodations.
An Individualized Education Program (IEP) is a customized plan that provides special education services and support for students with learning challenges. Parents often seek an IEP when their child struggles in school and may need tailored instruction or accommodations to succeed.
One common concern is dyslexia, a learning difference that affects reading, spelling, and writing. Early signs may include difficulty recognizing letters, rhyming, sounding out words, or keeping up with reading assignments.
If parents or teachers suspect a problem, they can request a school-based educational evaluation—the first step in determining IEP eligibility. Importantly, a medical diagnosis of dyslexia is not required for a student to qualify. While medical diagnoses focus on cognitive processing, schools rely on educational assessments to determine how learning is impacted and what support is needed.
If the evaluation confirms a learning disability, an IEP is created to outline goals, strategies, and accommodations tailored to the child’s needs.
Special education services are based on whether a student qualifies under the Specific Learning Disability (SLD) category, including reading, written language, or language processing difficulties as covered in the Federal IDEA law (Individuals with Disabilities Act).
Requesting an Independent Educational Evaluation (IEE) in NYC
If a school denies or ignores a dyslexia diagnosis, parents can request an Independent Educational Evaluation (IEE) at public expense. This allows a child to be assessed by an independent professional rather than relying solely on the school’s evaluation.
How to Request an IEE in NYC
Submit a formal written request to your child’s school or local Committee on Special Education (CSE), including:
- Child’s full name, grade, and student ID.
- Reason for requesting an IEE (e.g., disagreement with the school’s dyslexia evaluation).
- Type of evaluation requested (specifying a comprehensive dyslexia assessment).
What Happens Next?
1. Await the School District’s Response:
X If a school denies or ignores a dyslexia diagnosis, parents can request an Independent Educational Evaluation (IEE) at public expense. This allows a child to be assessed by an independent professional rather than relying solely on the school’s evaluation.
✔ If approved, parents can select an evaluator from an approved list or request a specific professional.
2. Other Evaluation Options:
- If a child has not yet been assessed for dyslexia, parents can submit a formal referral for a special education evaluation to their child’s school or local Committee on Preschool Special Education (CPSE).
- Evaluations typically include phonological processing, rapid naming, spelling, reading fluency, and should involve a speech-language pathologist (SLP) to rule out language disorders affecting reading development.
3. Right to an IEE at Public Expense:
- If parents disagree with the school’s assessment, they do not need to explain why they want an IEE—simply stating disagreement is sufficient.
- The school must approve the request or initiate a due process hearing to defend their evaluation.
What to Do If NYC Schools Deny an IEE Request
- File a compliance complaint with the New York State Education Department.
- Request mediation to resolve disputes.
- Consult an education advocate or attorney for legal guidance.
- Seek private dyslexia tutoring in NYC while appealing the decision.
For detailed guidance on making a referral, visit the NYC DOE’s official page: NYC DOE Special Education Evaluations.
NYC Dyslexia Programs & Support
Finding the right support for dyslexia can greatly impact a student’s confidence and academic success. In this video, Ruth, the head of Sterling School—a specialized school for students with dyslexia and language-based learning differences—discusses transitioning students with learning differences to online learning during Covid-19, shares insights into identifying early signs of learning disabilities, and explains how the Orton Gillingham approach and specialized methods support students with dyslexia and other learning challenges.
Building on these key insights, this panel presentation, moderated by Craig Selinger of Themba Tutors and Brooklyn Letters, delves deeper into dyslexia, providing guidance on recognizing early signs, navigating school transitions, exploring NYC-based school options, and understanding available literacy interventions and tuition reimbursement opportunities.
Parents seeking private dyslexia tutoring in NYC may be eligible for reimbursement for out-of-network therapy services. Understanding how to receive reimbursement for tutoring and out-of-network therapy services can help families navigate insurance claims and secure financial support for specialized interventions.
With increased awareness, legislative support, and better interventions, parents and educators can recognize key literacy milestones, understand dyslexia’s impact, and ensure students receive the right support to succeed. Additionally, effective strategies can help children with dyslexia strengthen executive functioning skills by providing structure and organizational support. Approaches like establishing predictable routines and using practical tools can build confidence, reduce frustration, and foster greater independence.
Structured literacy approaches, such as the Wilson Reading System, are crucial in supporting students with dyslexia. The Wilson Scope and Sequence Charts provide a clear framework for systematically teaching phonics and word structure. The Scope and Sequence At-a-Glance (K-2) outlines all essential concepts students need to master, including the six types of syllables found in English orthography. IXL’s language arts program fully aligns with Common Core State Standards, offering personalized practice questions to help strengthen key skills. Click on a grade to view your state’s standards, explore targeted practice activities, and track your child’s progress as they master each concept.
Final Thoughts: The Future of Dyslexia Support in NYC
Dyslexia is not a barrier to success. By utilizing NYC dyslexia resources, NYC literacy specialists, NYC education advocacy, and NYC special education dyslexia programs, teachers and parents can ensure that children receive the help they need.
With proper NYC dyslexia screening, NYC IEP dyslexia support, and NYC special needs education programs, students with disabilities can thrive in public and private schools.
Brooklyn Letters is excited to collaborate with a cutting-edge remote program to support students with dyslexia, backed by groundbreaking research soon to be published in Nature. This innovative intervention has enhanced the arcuate fasciculus (AF), a critical brain pathway for reading, demonstrating measurable improvements in phonological processing and language integration. A key component of the program is music-based training, which research has linked to stronger literacy skills by improving auditory processing, rhythm perception, and underlying literacy skills.
If you suspect your child has dyslexia, seek early dyslexia intervention in NYC today! If you’re looking for at-home, out-of-network, specialized dyslexia tutoring support, Brooklyn Letters offers expert, personalized instruction tailored to dyslexic learners. Our team includes highly qualified reading and writing tutors who provide in-home services throughout NYC (Brooklyn, Manhattan, Queens, Staten Island, and the Bronx), New Jersey, Westchester, Connecticut, and Philadelphia. Contact Brooklyn Letters for a free consultation today!
📞 Need Help? Contact Brooklyn Letters for a free consultation!
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Resources for NYC Families
- Dyslexia Tutoring Guide
- Resources for Parents of Neurodivergent Students & Children with Learning Disabilities
- NYC Department of Education – Mayor’s Office for People with Disabilities
Organizations and Websites
- International Dyslexia Association
- National Center for Learning Disabilities
- Reading Rockets
- LD Online
- The Yale Center for Dyslexia and Creativity
- Advocates for Children
- The DLD Project
Best Local Resources
- IXL Learning offers hundreds of language arts skills, lessons, and games to explore and learn.
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INCLUDEnyc empowers young people with disabilities and their families by providing resources, advocacy, and training to navigate education and community life.
- One Churchill Reading Initiative is a free after-school program offering 27 weeks of systematic Orton-Gillingham phonics instruction to students in grades K-3 who struggle with reading or dyslexia and lack additional support from their school district.
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AHRC New York City offers comprehensive support services for individuals with intellectual and developmental disabilities, promoting inclusion and independence.
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Advocates for Children of New York fights for the educational rights of students from underserved communities, ensuring access to quality education and support.
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Promise Project provides free neuropsychological evaluations and advocacy for children with learning disabilities from low-income families in New York City.
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The Children’s Dyslexia Center of New York City offers specialized, research-based tutoring to help children with dyslexia develop strong reading and literacy skills.
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The Center for Family Support (CFS) provides essential services to individuals with developmental disabilities and their families, promoting independence and well-being.
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Adults & Children with Learning & Developmental Disabilities (ACLD) delivers educational, vocational, and residential programs to support individuals with learning and developmental disabilities.
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The Jewish Board of Family and Children’s Services offers mental health, social services, and educational support to children, adults, and families across New York City.
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Everyone Reading promotes literacy and provides professional development and support for individuals with dyslexia and related challenges.
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READ 718 is a nonprofit dedicated to improving literacy skills for underserved children in Brooklyn through individualized tutoring and community engagement.
- The Children’s Dyslexia Center of Manhattan provides specialized, research-based tutoring to help children with dyslexia develop strong reading and literacy skills at no cost to families.
- Literacy Academy Collective is a great resource and they host an intensive summer structured literacy program in District 1 for students with language based learning disabilities. Students enrolled get 6 weeks of PAF instruction.
- South Bronx Literacy Academy (SBLA) is NYC’s first public school designed for students with dyslexia and literacy challenges, serving grades 2-3 and expanding to grades 2-8 by 2028. It provides intensive support, even for students without an IEP, through small classes (18 students, two teachers), specialized staff (speech-language pathologists, occupational therapists, and a full-time guidance counselor), and enhanced literacy instruction, including 90 minutes of daily reading and writing. SBLA uses Preventing Academic Failure (PAF) to integrate sight, sound, and movement in reading instruction and Writer’s Revolution to develop structured writing skills. Teachers receive expert training from the Windward School and support from The Literacy Academy Collective (LAC), a nonprofit founded by NYC parents advocating for better reading education. Admission is open to students 2-3 years behind in reading, with referrals from educators, therapists, attorneys, and community organizations.
Summary of Dyslexia Screening Tools for Parents
- Really Great Reading Diagnostics – offers diagnostic tools to assess decoding strengths and weaknesses in students from grades 1-12. Their Grouping Matrix organizes student data and recommends targeted instruction based on decoding abilities. Parents can use these tools to understand specific reading challenges and guide interventions.
- Learning Ally Dyslexia Test – provides resources for identifying dyslexia, including a free dyslexia test for children and adults. The test is part of a broader effort to empower families by offering actionable steps, tools, and insights into dyslexia’s characteristics and strengths. Parents can download guides for reading tools and apps to support their child’s learning.
- Dynaread Online Dyslexia Test – designed for children aged 7-12 and takes about 15 minutes to complete. It measures reading systems performance and compares results with peers, providing immediate feedback and expert follow-up. The test is evidence-based, child-friendly, and includes a PDF report reviewed by academics.
- Lexercise Mississippi Dyslexia Screener – developed to comply with Mississippi legislation, this free screener identifies kindergarten and first-grade students at risk for dyslexia. It evaluates phonological awareness, decoding skills, and rapid naming. Though tailored for educators, parents can access a similar screening tool through Lexercise’s platform.
Research and Academic Resources
References
Legal References
- IDEA Regulations: The Individuals with Disabilities Education Act (IDEA) entitles parents to one IEE at public expense if they disagree with the school’s evaluation.
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Craig Selinger
Latest posts by Craig Selinger (see all)
- NYC IEP Advocate: Turn Your Child’s Data into Educational Action - November 8, 2025
- The Insider’s Guide to NYC CSE Meetings - November 7, 2025
- A Parent’s Guide to Early Language Assessment - November 4, 2025
