Reading & Learning: Questions to Ask

A one-page companion to the living Dyslexia & Reading Difficulties evidence guide.

Start with a useful question.
What part of reading is difficult, and what evaluation or instruction would help clarify the need?

1. What am I noticing?

Check what seems relevant. A difficulty alone does not establish a diagnosis.

Connecting letters and sounds or decoding words
Reading words accurately
Reading fluently or quickly enough
Spelling
Understanding what was read
Something else I want clarified

2. What should I not assume?

Reading difficulty is not a measure of intelligence, motivation, character, or potential.
Not every reading difficulty is dyslexia.
Dyslexia does not look identical in every person.
Grades alone do not explain the underlying reading need.

3. Questions to bring to the conversation

What reading skill appears difficult? What evidence, screening, or evaluation helps clarify it? What instruction or intervention is being used? How will progress be monitored? If a disability is suspected, what is the evaluation process? What supports respond to this learner's individual needs?

4. Bring what helps clarify the picture

Examples of reading or spelling work
Notes about what seems easier or harder
Previous screening, evaluation, or intervention information
The learner's strengths, interests, and questions

5. Choose one next step

For a student, begin with the school's reading specialist, special-education contact, or evaluation process rather than assuming ability or disability from grades alone.

My question or next step

Keep the evidence current. Use the living guide at leaveonelighton.org/research/dyslexia-reading-difficulties.html for explanations and source links.

Reading & Learning: Questions to Ask - companion to the Dyslexia & Reading Difficulties evidence guide - 2026