Mid-Year Reading Concerns? How to Talk to Your Private School About Reading Challenges

Noticing that your child is struggling with reading mid-year can feel stressful. This is an opportunity not only to advocate for your child but also to collaborate with the school to strengthen support for all students who struggle with reading. Approach the conversation as a partnership rather than a critique.

Below is a guide with sample questions to help start the discussion. You don’t need to ask every question, simply focus on the ones most relevant to your child’s needs.

1. Understand Your Child’s Needs First

Before meeting with the school, gather your observations so you can ask questions specific to your child:

• How long does it take your child to complete homework, and which parts are the hardest?

• Do they have trouble hearing or remembering sounds in words when spelling or reading?

• When they see a new word, do they try to sound it out or guess based on pictures?

• Do they skip small words or try to memorize words rather than sounding them out?

• Do they have to spend a lot of effort on each word, making it hard to understand the sentence or story?

• Are there patterns in attention, memory, or handwriting that affect reading?

2. Ask About Curriculum and Instruction

Private schools vary in how they teach reading, and not all curricula are evidence-based for struggling readers. Consider asking:

• What reading curriculum is used at my child’s grade?

• Does the program explicitly teach phonemic awareness, phonics, decoding, and word recognition?

• Are lessons systematic and sequential, building skills step by step?

• Is instruction multisensory, combining seeing, hearing, and doing?

• How are spelling and handwriting taught?

3. Ask About Assessment and Progress Monitoring

Regular assessment is essential to identify students who need extra support:

• How is reading progress measured throughout the year?

• Are benchmark or diagnostic assessments used to identify struggling readers early?

• What steps are taken if a student is not meeting reading goals?

4. Learn About Teacher Training and Expertise

Teachers’ knowledge of structured literacy can make a huge difference:

• Are staff familiar with dyslexia or other language-based learning differences?

• Does the school have a reading specialist or intervention teacher trained in structured literacy?

• Would the school allow a structured literacy specialist to support struggling readers on-site?

5. Discuss Interventions and Accommodations

Children struggling with reading need timely, targeted support:

• How are small-group or one-on-one reading interventions organized?

• How does the school accommodate students with attention, memory, or handwriting challenges?

• Can the school adjust instruction to meet individual learning needs when a child is falling behind?

6. Leave With a Clear Plan

Before the meeting ends, ensure you understand:

• What steps the school can take to support your child.

• How progress will be monitored and communicated to you.

• Any additional resources, such as the names of reading specialists, assessments, or therapy referrals.

Why This Matters Beyond Your Child

Thoughtful advocacy not only helps your own child but also contributes to a culture of evidence-based reading instruction in the school. Teachers, students, and families benefit when structured literacy strategies are implemented effectively, increasing the school’s ability to support children with dyslexia or other language-based learning differences.