Parent Frequently Asked Questions

An individual with dyslexia usually has several, not just one or two, of the characteristics listed below. These characteristics usually persist over time and interfere with the learning process. If your child is having difficulties learning to read and you have noted several of these characteristics in your child, he or she may need a full and complete evaluation for dyslexia and/or a related disorder.

Difficulty with oral language

Late in learning to talk

Difficulty in pronouncing words

Difficulty acquiring vocabulary or using age-appropriate grammar

Difficulty following directions

Confusion with before/after, right/left, etc.

Difficulty learning the alphabet, nursery rhymes, or songs

Difficulty understanding concepts and relationships

Difficulty with word retrieval or naming problems

Difficulty with reading

Difficulty learning to read

Difficulty identifying or generating rhyming words or counting syllables in words (Phonological Awareness)

Difficulty with hearing and manipulating sounds in words (Phonemic Awareness)

Difficulty distinguishing different sounds in words (Auditory Discrimination)

Difficulty in learning the sounds of letters

Difficulty remembering names and/or the order of letters when reading

Misreading or omitting common little words

“Stumbling” through or guessing at longer words

Poor reading comprehension during oral or silent reading

Slow, laborious oral reading

Difficulty with written language

Trouble putting ideas on paper

Many spelling errors

Doing well on weekly spelling tests, but continuing to have many spelling mistakes in daily work

Difficulty in proofreading

Definitions of Dyslexia:

The term “dyslexia” means an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty with the phonological processing (the appreciation of the individual sounds of the spoken language), which affects the ability of an individual to speak, read, and spell.

Source: Overcoming Dyslexia: second edition, 2020. Shaywitz, Sally and Jonathan,
pp Appendix p. 525

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Source: International Dyslexia Association, 2002

“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. “Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

Source: The Texas Dyslexia Handbook 2024, p. 7

When a child is struggling to read, it is important that a full and complete evaluation be done, not just a screening. If your child is in public school, you can request that the school district evaluate your child. The request for testing must be made in writing and submitted to the administration at your child’s school. Even if your child is in a private school or is being homeschooled, you still have the right to request testing from the school district that your child is zoned to attend.

Evaluation is a more accurate word to describe the process of determining if someone has dyslexia. The word evaluation encompasses identification, screening, testing, diagnosis, and all the other information gathering involved when the student, his or her family, and a team of professionals work together to determine why the student is having difficulty and what can be done to help.

For more individual information, contact the Neuhaus Family Support Coordinators (NeuhausFSO@neuhaus.org) or call (713) 664-7676.

A full and complete evaluation is important to determine any or all the challenges your child may be experiencing with the learning process. See FAQ # 4 about evaluations.

Dyslexia is one type of learning disability. Some students may also have other difficulties in addition to dyslexia that interfere with the learning process. Other difficulties may include the following:

Dyscalculia – a mathematical disability in which a person has unusual difficulty solving arithmetic problems and grasping math concepts. Symptoms may include:

Difficulty counting accurately

Number reversals (sometimes)

Difficulty memorizing math facts

Difficulty copying math problems and organizing written work

Many calculation errors

Difficulty retaining math vocabulary and/or concepts

Dysgraphia – a condition of impaired handwriting which can interfere with learning to spell words when writing and in speed of writing text. Children with dysgraphia may exhibit the following struggles:

Uncertainty about right or left-handedness

Poor or slow handwriting

Messy and unorganized papers

Difficulty copying

Poor fine motor skills

Spelling inaccuracy

Grammar and punctuation inaccuracy

Lack of clarity or organization of written expression

Attention-Deficit/Hyperactivity Disorder (AD/HD) can and does impact learning, but it is not a learning disability. An individual can have more than one learning or behavioral disability. In various studies, as many as 50% of those diagnosed with a learning or reading disability have also been diagnosed with AD/HD. Although disabilities may co-occur, one is not the cause of the other. Symptoms include:

Inattention

Inconsistent attention, based on interest level

Distractibility

Impulsiveness

Over-activity

Loses papers

Poor sense of time

Forgets homework

Messy desk

Overwhelmed by too much input

Works slowly

Things are “out of sight, out of mind”

Other difficulties: Some other factors to be aware of that may signal that your child is struggling with the learning process include:

Difficulty naming colors, objects, and letters (rapid naming)

Memory problems

Needs to see or hear concepts many times in order to learn them

Distracted by visual stimuli

Downward trend in achievement test scores or school performance

Inconsistent schoolwork

Teacher and/or parents say, “If only she would try harder,” or “He’s lazy.”

Relatives may have similar problems

Full and complete testing is important to determine all the challenges your child may be experiencing with the learning process. We also encourage you to read Dyslexia Assessment: What Is It and How Can It Help?

For more individual information, email the Neuhaus Family Support Coordinators or call (713) 664-7676.

An evaluation is the process of gathering information to identify the factors contributing to a student’s difficulty with learning to read and spell. First, information is gathered from parents and teachers to understand development and the educational opportunities that have been provided. Then, tests are given to identify strengths and weaknesses that lead to a diagnosis and a tentative road map for intervention. Conclusions and recommendations are developed and reported.

When a student is having difficulties with reading and spelling, an evaluation is important for three reasons:

Diagnosis: An effective evaluation identifies the likely source of the problem. It rules out other common causes of reading difficulties and determines if the student profile of strengths and weaknesses fit the definition of dyslexia.

Intervention planning: An effective evaluation develops a focused remedial program. Students who have a specific learning disability in reading (dyslexia) need a specialized approach to reading instruction to make progress. It is crucial that this specialized instruction begin at the student’s current level of reading skill development, rather than at the student’s grade level. An effective evaluation helps parents and teachers see which specific skills are weak and where reading and spelling instruction should begin.

Documentation: An effective evaluation documents the history of a student’s learning disability. One purpose of this documentation is to determine eligibility for special services, including special education. Documentation is important for obtaining necessary accommodations in elementary and secondary school for class work, exams and standardized testing. It may also lead to qualifying for accommodations on college entrance exams (ACT, SAT), for college course work, and beyond.

If your child is in public school, you can request that the school district evaluate your child. The request for testing must be made in writing and submitted to the administration at your child’s school. In Texas, the school has 15 business days to respond to a written parental request for an evaluation notifying whether they will consent to evaluate or if your request is denied. If your request is denied, they must state in writing. If your child is in a private school or is being homeschooled, you have the right to request testing from the school district that your child is zoned to attend. For more information, refer to the The Texas Dyslexia Handbook (Ch. 3 p. 23)

You have the right to pursue private testing; however, keep in mind that if your child attends public school, the public school is required to consider your outside testing, but they are not required to accept the testing and provide services based on the private testing results.

Houston-area parents, email the Neuhaus Family Support Office or call us at (713) 664-7676 for referrals to professionals that we have vetted and recommend for evaluating struggling students.

If you are a parent outside of the Houston area, please contact your local branch of the International Dyslexia Association (IDA) for local referrals.

We also encourage you to read Dyslexia Assessment: What Is It and How Can It Help?

If your child is in public school, you can request that the school district evaluate your child. The request for testing must be made in writing and submitted to the administration at your child’s school. In Texas, the school has 15 school days to respond to a written parental request for an evaluation notifying whether they will consent to evaluate or if your request is denied. If your request is denied, they must state that in writing. If your child is in a private school or is being homeschooled, you have the right to request testing from the school district that your child is zoned to attend. For more information, refer to the The Texas Dyslexia Handbook (Ch. 3 p. 23)

What about private testing?
For a full and complete evaluation outside the school system, you can contact an educational diagnostician or psychologist who specializes in educational testing for a “full educational battery” of tests to discover your child’s strengths as well as his/her weaknesses. You have the right to pursue private testing; however, keep in mind that if your child attends public school, they are required to consider your outside testing, but they are not required to accept the testing and provide services based on the private testing results.

Houston-area parents, email the Neuhaus Family Support Office or call us at (713) 664-7676 for referrals to professionals that we have vetted and recommend for evaluating struggling students.

If you are a parent outside of the Houston area, please contact your local branch of the International Dyslexia Association (IDA) for local referrals.

Start by learning all you can about dyslexia and appropriate reading instruction.

Download the booklet You Can Help Your Child that we have put together for parents and family members.

Register to attend a Monthly Information Session. We offer this free, virtual session twice a month as a webinar. This two-hour session is designed specifically to help family members navigate the process and make a plan to help their child.

Read more about dyslexia and related disorders from the International Dyslexia Association (IDA), including the following fact sheets: Dyslexia Assessment, Dyslexia Basics, and Spelling.

Family members of students who attend public schools in Texas need to know about the Texas dyslexia laws. Here is the link to the The Texas Dyslexia Handbook. It will make clear how public schools evaluate students with dyslexia and what the appropriate services look like. The Monthly Information Session covers key information from the Handbook.

Refer to our list of reliable online resources in English or in Spanish. Not all the information on the internet is accurate nor science-based. These are just a few of the reliable online resources that Neuhaus Education Center recommends.

We Can Help! Contact our Family Support Office to speak with one of our Family Support Coordinators who can help answer your questions and provide appropriate referrals. You may also call (713) 664-7676.

First, seek an evaluation from a qualified professional either from your public school or a private evaluator. See FAQ #5 for more information about testing considerations.

Most children can improve their literacy skills with the help of a specialized, trained instructor. The instructor should present a multisensory, structured literacy program, which is systematic, cumulative, deliberate and diagnostic. A structured literacy program will teach phonology (sound system of language), sound-symbol recognition, syllables, morphology, syntax, semantics, and how they work together to achieve effective literacy skills. Your child may qualify to receive dyslexia instruction at their public school or may work privately with a trained dyslexia specialist.

As a parent, you can read to your child to help them develop listening skills and an appreciation for books. The exposure to text will grow their vocabulary, build their world knowledge, and enhance their comprehension skills. This can take the form of you reading to your child or shared reading with your child. You can also take advantage of recorded audiobooks like those from Learning Ally. For middle school and high school students, Neuhaus Academy provides resources.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676

A reading program that is research-based, multisensory, and provides structured literacy instruction. The program must be intentional, systematic and cumulative in its delivery. The components of instruction should include:

Phonology: the speech and sound system of language

Sound-symbol association: The relationship between letter names and the sounds made by them

Syllable instruction: recognizing syllable types and applying syllable division rules to break up longer multisyllabic words

Morphology: the meaningful part of words

Syntax: the form and structure of sentences

Semantics: words meanings and word relationship

Read additional resources about dyslexia and related disorders from the International Dyslexia Association (IDA), including the following fact sheets: Assessment of Dyslexia, Effective Reading Instruction, and Structured Literacy. We also recommend the The Texas Dyslexia Handbook (Ch. 4 p. 38) for you to reference.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.

Neuhaus’s two certification pathways provide participants with the skills to teach one of our two structured literacy curricula, Basic Language Skills or Concepts in Literacy. Both are intensive, therapeutic curricula that meet the guidelines of the Texas dyslexia law and are effective for students with dyslexia and other related disorders. These research-based programs share similar philosophies and characteristics with other Orton-Gillingham-based curricula and provide structured literacy instruction in phonemic awareness, letter recognition, decoding, spelling, fluency, comprehension, handwriting, vocabulary, and oral and written expression.

For students to receive the maximum benefit of these intensive interventions, Neuhaus strongly recommends that the specialist or the specialist-in-training work with students for a minimum of four days a week for at least 45 minutes per session.

Read the Structured Literacy Fact Sheet from the International Dyslexia Association (IDA).

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676

After your child has been tested for learning difficulties by a professional, the evaluator will include recommendations in his/her report. BLS or CIL would be appropriate if the recommendations included such things as:

a multisensory presentation involving the visual, auditory and tactile/kinesthetic modalities;

a highly structured and systematic approach with consistent review of previously presented concepts;

explicit training in developing skills related to phonological processing (rhyming, segmenting and blending);

explicit teaching of sound/symbol correspondences and the rules that govern the structure of language;

It is important that the therapist/teacher has the appropriate training to implement one of the multisensory structured language programs.

Both of Neuhaus’s dyslexia intervention programs would be appropriate because they integrate all the skills above with structured, sequential instruction in decoding, handwriting, spelling, fluency, reading comprehension, written expression, and vocabulary.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676

A CALT is a person who has demonstrated proficiency in an accredited program that provides intensive training in a multisensory reading intervention curriculum and has passed the Academic Language Therapist Association’s (ALTA) Competency Exam for Multisensory Structured Language Education (MSLE). At Neuhaus, this program is the Dyslexia Specialist Preparation Program, Level 2. This program’s accreditation comes from the International Multisensory Structured Language Education Council (IMSLEC).

CALTs may apply for licensure by the state of Texas as a Licensed Dyslexia Therapist. Licensure will be granted to those individuals who are CALTs with a master’s degree.

You can verify an individual’s credentials as a CALT here:

https://members.altaread.org/Verify-ALTA-Certification

A SLDS is a person who has demonstrated proficiency in an accredited program that provides intensive training in a multisensory structured literacy curriculum and has passed the Knowledge and Practice Examination for Effective Reading Instruction (KPERRI), provided by the Center for Effective Reading Instruction (CERI). At Neuhaus, this program is the Online Certification Program for Dyslexia Specialists. This program’s accreditation comes from the International Dyslexia Association.

You can verify an individual’s credentials as a SLDS here:
https://effectivereading.org/provider-listings/

Read the Helpful Terminology Fact Sheet from the International Dyslexia Association (IDA).

The phrase Neuhaus-trained refers to individuals who have either completed or are actively enrolled in Neuhaus Education Center’s Dyslexia Specialist Preparation Program (DSPP) or the Online Certification Program for Dyslexia Specialists (OCPDS). After completing their training and passing a national exam, these individuals work with students either in a private practice setting or with students in the school setting. Some do both. These preparation programs qualify an individual to teach Basic Language Skills or Concepts in Literacy.

These participants learn the nature of literacy acquisition, the facets of the domains of language, the characteristics of dyslexia, diagnostic teaching practices, and the structure and patterns of English for reading and spelling. Graduates employ these strategies for developing oral language and comprehension. Participants have extensive coursework and supervised practica leading to a certification for teachers and therapists working with dyslexia and other related disorders. The Neuhaus Education Center training programs are accredited by the International Multisensory Structured Language Education Council (IMSLEC) and the International Dyslexia Association (IDA).

Neuhaus Family Support Coordinators only make referrals to individuals who are currently enrolled in, or have already completed (and passed their certification exam), the Neuhaus Dyslexia Specialist Preparation Program (DSPP), the Online Certification Program for Dyslexia Specialist (OCPDS), or a similar training program.

Neuhaus Education Center also offers a variety of classes for educators or parents who want to develop or improve their skills in teaching reading, writing, and spelling. Some individuals take one 3-hour class and others complete many classes but are not enrolled in the DSPP or OCPDS programs. While they have gained knowledge about certain aspects of Neuhaus curricula, they are not qualified to teach the Basic Language Skills or Concepts in Literacy curricula and are not on our referral list.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676

Attention-Deficit/Hyperactivity Disorder (AD/HD) is one of the most common developmental problems, affecting 3–5% of the school population. It is characterized by inattention, distractibility, hyperactivity and/or impulsivity. It is estimated that 30% of those with dyslexia have coexisting AD/HD. Coexisting means the two conditions, AD/HD and dyslexia, can occur together, but they do not cause each other. An evaluation for AD/HD is carried out by a medical doctor or a psychologist. It is helpful to have your child evaluated by a professional who can assess multiple areas to determine the causes of their struggles rather than having been looked at by multiple people. This evaluation should include the following:

complete medical and family history;

physical examination;

interviews with parents and child;

behavior rating scales completed by parents and teachers;

observation of the child;

tests to measure intellectual potential, social and emotional adjustment, as well as to assess for the presence of learning disabilities, such as dyslexia.

Read the AD/HD Fact Sheet from the International Dyslexia Association (IDA). For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676

There are federal and state laws that guide the identification and services available for students with dyslexia. The Family Support Office at Neuhaus hosts free, virtual information sessions twice each month. In the program, we discuss learning and reading challenges, especially dyslexia, multisensory, structured literacy instruction, and the Texas dyslexia legislation, including information on resources available at Neuhaus and in the community. Family members, educators, and other professionals can benefit from this presentation.

Under Texas state law, all kindergarten and first grade students will be screened for risk of reading failure. Students identified as “at risk” will be monitored and evaluated for dyslexia if they meet certain criteria. For more information, see the The Texas Dyslexia Handbook (Ch. 2, p. 13)

Special Education (IDEA)

The Special Education law, also referred to as IDEA was enacted in 1975, and at that time, kids who were blind or deaf, for example, had to go to specific state schools. The federal government decided they would give money to set up specific programs to support students in their local schools and communities.

In 2004, it was updated to include 13 areas where a child could qualify for services, including Specific Learning Disability, which is where dyslexia falls.

Since that time, identification of dyslexia and effective reading intervention for dyslexia have improved greatly because of hundreds of research studies. In Texas and most other states, those studies have resulted in implementation of state laws and policies that specifically address identification and intervention for students with dyslexia.

In Texas, with the Texas Dyslexia Handbook, anytime a school suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the school must seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA. Dyslexia intervention is a part of a student’s IEP under Special Education.

With the 2024 Handbook updates, in Texas, dyslexia intervention is no longer available through a 504 plan. However, if a child started receiving dyslexia intervention through 504 before the 2024 law went into effect, the school must continue providing the dyslexia intervention while following steps to determine if the child is eligible to receive intervention through Special Education (see FAQ #15). The Texas Dyslexia Handbook (Ch. 3, p. 21)

As of 2024, legislators in 49 of the United States recognize dyslexia as a reading disability that requires evaluation and intervention in the form of structured literacy delivered by a qualified instructor. The National Center for Improving Literacy website gives a summary of the legislation in each state.

Children with a learning disability who do not or no longer meet Special Education (IDEA) eligibility criteria may still be eligible for accommodations under Section 504 (See FAQ #15). A few examples of accommodations include preferential seating in the classroom, extended time on tests, audiobooks, and peer note-takers.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.

Section 504 is a sub-section of the Rehabilitation Act of 1973 and part of the Americans with Disabilities Act Amendments Act of 2008. It is an unfunded law that simply states that “a person cannot be discriminated against for a disability that substantially affects a major life activity, such as walking, seeing, hearing, speaking, breathing, learning, reading, thinking, working, caring for oneself, and performing manual tasks.”

In Texas, with the Texas Dyslexia Handbook, anytime a school suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the school must seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA (see FAQ #14). Dyslexia intervention is a part of a student’s Individualized Education Plan (IEP) under Special Education.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.

Regardless of school choice, if your child is struggling to learn to read, s/he needs to be evaluated to get a clear picture of the struggle and the solution. Once you understand the problem, you can look for the best solution.

Public school responsibility

Since the 1970s, Special Education laws have recognized dyslexia as a Specific Learning Disability (SLD). Since that time, identification of dyslexia and effective reading intervention for dyslexia have improved greatly as a result of hundreds of research studies. In Texas and most other states, those studies have resulted in implementation of state laws and policies that specifically address identification and intervention for students with dyslexia.

In Texas, with the Texas Dyslexia Handbook, 2024 update, which went into effect on June 30, 2024, anytime a school suspects that the student has dyslexia or a related disorder and may need dyslexia intervention services, the school must seek parental consent for a Full Individual Initial Evaluation (FIIE) under the IDEA. Dyslexia intervention can be a part of a student’s IEP under Special Education. The Texas Dyslexia Handbook (Ch. 3, p. 25) will give you the information that schools should follow for dyslexia identification and remediation.

Private school

While most private schools provide more individual attention for students by virtue of their size, most private schools are not required to follow the guidelines of the The Texas Dyslexia Handbook or Special Education legislation. They may provide accommodations for students with learning differences but are not required to do so.

Some private schools are dedicated solely to educating students with learning differences. If you are looking for private schools in Houston, search Houston Private Schools.

If you are outside of Houston, this website lists its choices of the 50 top schools for students with learning disabilities. A nationwide selection, these are not the only good schools of this type, but they will give you an idea of common characteristics of good schools with programs for students with learning differences.

Homeschool

Homeschool parents of children with dyslexia need to understand dyslexia and how it affects how their children learn. We would suggest engaging a dyslexia therapist (or possibly study to become a dyslexia therapist yourself) to most effectively teach your literacy skills to children with dyslexia. A lot of time can be wasted on trial-and-error approaches.

As a homeschool parent, learn about effective reading curriculum for teaching students with dyslexia. Read the Structured Literacy Fact Sheet and Home Schooling Fact Sheet from the International Dyslexia Association (IDA).

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.

First, if s/he has not already been tested, do it now. According to the The Texas Dyslexia Handbook (p. 23), “parents have the right to request a referral for a dyslexia evaluation at any time.”

A referral is not, however, a guarantee of an evaluation. Knowing and understanding the problem will guide the solution. The diagnosis of dyslexia can be like a prescription for glasses. It will help define the problem and lead to the intervention and /or accommodations that will facilitate learning.

If s/he does not meet the criteria for testing at school, contact us for recommendations for private educational evaluation.

An online option to improve reading, spelling, and vocabulary is Neuhaus Academy. It is a free resource for older students and adults that can be accessed online with adequate internet access. Students work at their own pace through a series of lessons, each of which is based on a multisyllabic word. Lesson parts include syllable division and pronunciation, meanings of word parts and roots, vocabulary building, and developing world knowledge.

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.

It is most important for students with learning disabilities to communicate with the disabilities/study skills office at the college or university to which s/he is applying. They will share information about how to qualify for appropriate accommodations or services.

College Share sessions are designed to provide helpful information to college-bound high school students with learning differences, to their parents, and to professionals in the field of education. Speakers are invited to present such topics as choosing a college, legal rights, and alternatives to pursuing a bachelor’s degree. Click here to register for the next session.

In early January of each year, we partner with the Houston Branch of the International Dyslexia Association (HBIDA) and The Briarwood School to host a College Panel for Students with Learning Differences. College students with learning differences and/or AD/HD share tips and strategies for success in college before an audience of college-bound high school students and their parents.

Read about one student with dyslexia and their strategies for college success in this free online booklet, Tips for College Success by Nigel the Fox, presented by Amir Bar.

It is most important for students with learning disabilities to advocate for themselves in college. Elizabeth Hamblet, LDT-C, M.S. Ed., M.A.T. hosts the LD Advisory website with good information for making the transition to college.

Read about Transitioning from High School to College Fact Sheet from the International Dyslexia Association (IDA).

For more individual information, contact the Neuhaus Family Support Coordinators or call us at (713) 664-7676.

Consider enrolling in the Margaret H. Ley Adult Literacy Program at Neuhaus. This program targets the adult population with dyslexia and related reading difficulties, ages 16+. It is unique in that it is the only adult literacy program in the greater Houston area that offers instruction designed specifically for adult students with learning differences. Classes meet twice per week in the evenings during fall and spring semesters. All classes are currently held virtually via Zoom or in-person. Through a screening process, students are placed in classes according to reading level. The program can accommodate a range of reading levels from a total non-reader to that of a college graduate who wants to improve spelling and written expression.

Email AdultLiteracy@Neuhaus.org or call us at (713) 664-7676. You can also find the program FAQs here.

There are scores of “remedies” for dyslexia that have been invented and marketed to parents as cures, but these programs are not based on science. When considering an intervention for struggling readers, first consider the recommendation of professional organizations such as these:

Read this Fact Sheet from the Internationally Dyslexia Association (IDA): When Educational Promises are Too Good To Be True.

Read this statement from The American Academy of Ophthalmology about Dyslexia and Vision.

Read about these Ineffective Treatments for Dyslexia in the The Texas Dyslexia Handbook (Ch. 4, p. 50)

It is also important to know how the science of reading informs the effective instruction for dyslexia according to the The Texas Dyslexia Handbook (Ch. 4, p. 38-51) and Effective Reading Instruction for Students with Dyslexia Fact Sheet from the International Dyslexia Association (IDA).