When letters and familiar words remain difficult, waiting for a child to fall behind can leave families unsure what to do. You can gather observations and offer manageable help while seeking advice. This guide explains what to notice, what screening can tell you, and how to plan a conversation with the teacher.
What to notice before formal reading instruction
Consider opportunities to learn rather than expecting preschoolers to meet first-grade standards. Notice persistent difficulty learning taught letter–sound patterns and responding to explanations. A single forgotten letter is not evidence of dyslexia. For multilingual children, include experience and instruction in each language.
Screening and assessment serve different purposes
Screening flags a possible need for closer assessment. Our parent questionnaire organizes everyday observations; it is not a standardized diagnostic screener. Its result should not independently decide whether your child receives support.
Prepare a useful teacher conversation
Bring two or three examples of the task, the response, and the help that worked. Ask which letter–sound patterns are being taught, what support is available, and when you will review progress. Agree on one goal instead of a long list of tests.
Offer help while you seek advice
Read interesting books aloud and try a short shared task with known letters. Model the step before expecting an independent answer. Keep stories accessible even if word reading is difficult. See our guide to signs of dyslexia for further observations.
A step-by-step plan for parents
- Record examples from several ordinary learning occasions.
- Share them with the teacher and ask for a specific next teaching step.
- Agree on a manageable practice activity and a follow-up conversation.
- Request qualified assessment when difficulties persist or cause considerable distress.
Frequently asked questions
Does not knowing letters in preschool mean dyslexia?
No. Age, teaching opportunities, and language experience matter. Not knowing letters that have not been taught does not establish a disorder.
Can support begin before a diagnosis?
Yes. Clear teaching and shared reading do not require a label. Ask the teacher to introduce support and monitor the response.
Should we wait for a particular grade?
Do not delay a conversation when difficulties are persistent or upsetting. Describe what happens and ask how assessment and support can proceed.
Sources and the scope of this guide
The situations, suggested phrases, and home activities are editorial examples to adapt with your child’s teacher. Sources explain general principles or a specific study; they do not establish the effectiveness of this website’s games as a dyslexia treatment.