In October, Sprout Labs hosted a live Ask Me Anything on Reddit’s r/Dyslexia community. Parents, educators, and individuals with dyslexia asked about early signs, intervention, structured literacy, and school supports.

Below are selected questions from the discussion and the full answers shared by our licensed Reading Specialists, trained in Orton-Gillingham and structured literacy.

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What can parents do at home to accelerate reading progress beyond school and tutoring?

If you’ve already found a structured-literacy tutor, that’s a major step. But daily reinforcement between sessions can make learning stick faster.

Our Reading Specialists recommend:

• Daily reading apps built by literacy experts. Sprout’s Reading Quest combines Orton-Gillingham–based instruction with short daily decoding and fluency practice.
• Integrated programs such as Sprout Labs, which pair tutoring with daily app-based learning and parent guidance to keep instruction consistent.
• Handwriting fluency checks. Ask your child to write the lowercase alphabet for one minute. Fewer than about 40 letters suggests a need for extra handwriting support.
• Decodable texts. Books from ReadWorks or Text Project match newly taught spelling patterns so children can apply new learning right away.
• Sound games. Say /p/ /l/ /ay/ and ask your child to blend it to “play.” Then switch roles so they give you a “broken-up” word.

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What programs help older students who were diagnosed with dyslexia late?

It’s not uncommon for children with dyslexia to use resourcefulness and intelligence to mask difficulties. Those strategies can work in early grades but often break down as texts lengthen, vocabulary broadens, and time limits increase.

The most reliable way to read is through automatic recognition of a large bank of words by sight (Ehri 2000–2023). To reach this point, all students—especially those with dyslexia—need explicit instruction in the English code. Memorizing whole words isn’t enough because visual memory for letter strings is limited (Aaron et al., 1998).

Explicit, multisensory phonics instruction—structured literacy—supports students with dyslexia and dysgraphia. Structured literacy is an approach, not a single program. One example for older students is REWARDS by Anita Archer. When considering interventions, verify that instruction is structured literacy and designed for adolescents.

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How should parents approach an IEP meeting when accommodations aren’t being followed?

IEP meetings and parent-teacher conferences can be emotional, but collaboration works best when parents enter as equal partners.

We always remind families: you are the expert on your child. Come prepared with two or three key questions. For example:

• Are there instances where accommodations don’t apply?
• How will extra time be provided on assessments?
• How will instruction in reading be delivered, and is it structured literacy?
  

Children with dyslexia need intensive, explicit instruction in the English code (Nancy Young’s Reading Ladder). Ensure this appears in the IEP as one-on-one or small-group intervention. You can request a meeting at any time if supports aren’t implemented.

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Why is Orton-Gillingham so effective?

The International Dyslexia Association (IDA) recommends “structured literacy,” which refers to explicit, phonics-based, multisensory instruction. Orton-Gillingham is one approach within structured literacy.

How it works:
Explicit phonics instruction connects speech sounds to the letters that represent them. Reading doesn’t develop naturally like spoken language—it must be directly taught. The multisensory aspect engages multiple brain regions for speech, vision, and movement.

When a learner writes eight while saying /ay/ and hearing it aloud, they create physical neural connections across those regions. This process builds faster, more reliable pathways and makes reading more automatic.

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How can parents tell if a child is just developing at their own pace or showing signs of dyslexia?

If your child is preschool age, talk with your pediatrician. They’ll ask about early speech milestones and family history.

If your child is school age, check whether your school uses a universal screener for reading difficulties. If not, consider an independent assessment measuring processing speed (RAN or LNF), phonemic awareness, vocabulary, and basic phonics skills.

Time alone does not build strong reading skills. Instruction matters—the quality and intensity of that instruction make the difference. Early, explicit intervention is far more effective than waiting and seeing.

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Does dyslexia run in families, and what should parents do when their child is very young?

Yes, dyslexia can run in families (Mayo Clinic). Family history is one risk factor among many.

When your child is under five, focus on early language exposure:

• Sing and read together. Point out rhymes.
• Draw and describe shapes and lines.
• Trace words with your finger as you read.
• Talk throughout the day, using rich vocabulary.

Early intervention in speech and language supports all later reading and writing. Sprout Labs’ Early Reading Milestones for Pre-K families can help track progress.

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Should parents tell preschool or kindergarten teachers about a family history of dyslexia?

Yes. Awareness among teachers is growing, but training varies. It helps to share that your child has a family risk factor and to ask the teacher to watch for early indicators—speech delays, difficulty learning letter names, or trouble recognizing rhymes. Early collaboration can make a meaningful difference.

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Final Thought

Throughout the AMA, one message stood out: dyslexia is not a reflection of intelligence but a difference in how the brain processes written language. With early identification, explicit instruction, and consistent daily practice, every child can grow into a confident reader.

If you want support between school and home, Sprout Labs offers Orton-Gillingham tutoring paired with daily practice through Sprout’s Reading Quest, our evidence-based reading app. Learn more about our program today.

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_{This article draws on research and guidance from leading experts and organizations in reading science and dyslexia education, including:}

_{Linnea C. Ehri’s work on sight-word learning and orthographic mapping (Scientific Studies of Reading, 1995–2023)}

_{Murray, Miske & Smith’s 2019 study on “mental marking” for decoding instruction (Reading Psychology)}

_{Steacy et al. (2020) and Stuart et al. (2000) on how repeated practice and multiple exposures build automatic word recognition}

_{Aaron, Joshi & Quatroche (1998) on the limits of visual memory for letter strings}

_{Nancy Young’s Ladder of Reading & Writing framework (2022)}

_{The International Dyslexia Association’s recommendations on Structured Literacy (2019)}

_{Mayo Clinic guidance on family risk factors for dyslexia}