Supporting Students with Dyslexia: Expert Tips for Teachers and Parents with Heather O’Donnell

Sara

You’re listening to episode number 230 of the Stellar Teacher Podcast.

Hey, teachers. I’m so excited to welcome back dyslexia specialist Heather O’Donnell to the podcast. Heather first joined us last year in episode number 169 where she shared strategies to support students with dyslexia in the classroom. Now, if you’ve ever worked with a student with dyslexia, you know how important it is to take a team approach. These students often need extra interventions at school and additional support at home to thrive. That’s why I’m so glad that Heather is here today to share practical tips for fostering strong collaborative relationships with parents. Her advice is going to help you build a team dynamic that really ensures your students get the support they need, both inside and outside the classroom. Let’s jump into the conversation.

Hi Heather! Welcome back to the podcast. I am so excited to have you on the show today.

Heather

Hi Sara! It’s wonderful to be back. Thank you so much for having me.

Sara

So, I love that you’re a repeat guest because you are an expert in the field of dyslexia. I know that dyslexia is a topic of significant literacy concern, one my audience is constantly asking questions about, and it’s definitely an area where I’m not an expert. So, I’m so glad to have a friend who really is a dyslexia specialist.

Heather

Well, thank you. There’s so much out there to learn. I feel like I’m always learning more and gaining new insights. But it’s so important because when you’re working with a child you suspect might have dyslexia, getting the right supports in place is crucial for their success. Without those supports, it can be such a hard road for them. The more people who have the tools to support these kids, the better.

Sara

Yeah, I know today we’re going to talk a lot about how teachers can help parents support their children with dyslexia, which I think is going to be incredibly valuable for our listeners. But before we get into those specific questions, let’s get on the same page. What is dyslexia? We hear that term all the time, and I feel like there are so many myths around it—like the idea that it’s just reading words backward or letters floating on the page. But what exactly is dyslexia?

Heather

I know. There are so many myths and misconceptions. Dyslexia is a learning disability that affects how the brain processes written language. It makes it very difficult for someone with dyslexia to read, write, and spell, even with adequate instruction and average intelligence.

When I think of the kids I work with in my tutoring practice—many of whom have dyslexia—they’re incredibly bright. They’ll tell you amazing stories and have so much knowledge to share, but when it’s time to read or write a sentence, their skills noticeably lag behind.

As a classroom teacher, you can probably think back to your own students and say, “Oh, I know that kid.” I know I’ve definitely had those students. It’s important to understand that dyslexia is caused by differences in the brain and how it processes written language. It’s neurobiological. There’s no cure, but we can support students with the right instruction to help them be as successful as possible.

Sara

Yeah, and I feel like the idea that dyslexia is an issue with how the brain processes written language really resonates. To your point, you see these students who have excellent language comprehension skills. When you read aloud to them, they’re engaged and love hearing stories, but they struggle to read those stories themselves.

I can think of several students from my classroom who probably went undiagnosed. When I look back, I realize those students definitely struggled with decoding. I often wonder how much stronger they could have become as readers if we had provided proper intervention early on. Could they have been a much stronger reader? Could they have overcome some of those word-processing challenges?

It’s so important to make sure teachers are aware of what dyslexia looks like, that parents understand it, and that we provide the right interventions as early as possible.

So, you mentioned that dyslexia is fundamentally an issue with the brain’s ability to process written language. What are some of the signs that a teacher might observe in a child who’s struggling with dyslexia?

Heather

Yeah, I think this is one of the things that, as a word nerd, I find most interesting—the fact that we know this about dyslexia and that studies with brain scans have shown that inefficient parts of the brain light up when a person has dyslexia. What’s fascinating is that this can improve with appropriate remediation. However, it takes structured literacy instruction, often at a very high frequency and possibly one-to-one intervention, depending on the severity of the dyslexia, to get those results. I think that’s so cool.

As a classroom teacher, you might have a bright child with strong verbal skills, someone who can tell you about space or science and who has lots of knowledge to share, but their literacy skills are noticeably lagging. They have difficulty reading—they might read in a choppy way or swap out words that don’t make sense with what’s on the page, especially irregular words like was or his. Their spelling is often poor, and they might repeatedly spell the same word wrong even with instruction—it just doesn’t seem to stick.

Writing can also be a significant challenge. Kids with dyslexia often struggle both mechanically with forming letters and with the cognitive demands of writing a sentence. Writing a sentence is a huge executive function lift. They have to think of what they want to say, hold onto it, remember spelling, capitalization, punctuation, grammar, and spacing—all at once. For a child with dyslexia, all of this is much harder, even at a basic level.

You might see a bright child who could verbally tell you 15 sentences about space laboriously write one sentence, and it takes three times as long as their peers. A child with dyslexia might also struggle with learning letter sounds and letter names or identifying rhyming words because they have difficulty processing those sounds. So again, if we remember that dyslexia is difficulty processing written language, if you’re hearing the same sounds and they’re not sounding the same to you, that’s going to be a point of difficulty.

Then, I think the last thing that isn’t always readily considered is that a child with dyslexia might have difficulty with sequences – left and right routines. They really need explicit and clear instructions in a way that doesn’t necessarily seem to track with their academic verbal capabilities.

Sara

I think so often we hear “dyslexia” and immediately think of it as a reading disability. But I love that you mentioned it’s not just reading signs that might indicate a student has dyslexia. We might see issues with their writing instead, and that could be a warning sign. Recognizing that dyslexia doesn’t just show up in reading but impacts all areas of literacy is such an important reminder.

Heather

100%. From my experience working with kids in our practice, reading tends to come along first. They’ll learn the decoding skills they need, and their reading skills will improve. Spelling usually lags behind, and writing sentences—especially for a child who is severely affected—can feel like climbing Mount Everest. It takes a long time, and it’s an immense amount of work.

We do it because it’s important, but we also need to move beyond just writing one sentence. As students get older, they need to be able to write paragraphs. So, it’s essential to realize that while dyslexia is literacy-based, it includes reading, writing, and spelling—not just decoding.

Sara

I’m sure there are teachers listening to this who can picture a student in their classroom and think, Okay, I believe this student might be struggling with dyslexia. They haven’t been identified yet. What should a teacher do to get that student support? What is the first step in the process? What conversations do they need to have, and what actions can they take to help that student either get identified with dyslexia or, at the very least, make progress in their literacy growth?

Heather

I always feel like I need to caveat this answer by saying that every school is different, every school district is different, and teachers need to know their school and district’s policies. I wouldn’t want to advise anyone to do something that might not align with their school’s protocols or policies, so take what I say and apply it judiciously.

The first thing a teacher should do is collect data. As a teacher, you’re already observing this child in the classroom and noticing where their struggles might be in comparison to their peers. But we need concrete data. Can you do a simple phonics screener? At what point do their skills start to falter? Collect work samples and writing samples—something beyond anecdotal observations.

When beginning the process of examining whether a child might have dyslexia, it’s essential to have more than just a feeling, even if that feeling is accurate. You need data to support it. For example, you might document that this is a fourth-grade student who is struggling with vowel counts in E words. There has to be a documented lag that shows where the student is struggling.

Once you’ve collected data for a reasonable period—this doesn’t have to take all year—ask yourself, What does my school offer for extra support? Ideally, schools should provide for students with dyslexia, especially given the prevalence of the condition, with diagnosis rates ranging from one in five to one in ten. That means there are students with dyslexia in nearly every classroom across the country. Ideally, their needs should be met at school.

Is there an RTI (Response to Intervention) or MTSS (Multi-Tiered System of Supports) process at your school? What services are available to the student within the school at no extra expense to the parents that could meet the student’s needs? Explore those resources.

Once you’ve gathered data and explored school supports, it’s time to have a conversation with the parents. You might say, Here are my concerns. Here are the supports we can offer at school. Depending on the situation, you might suggest a district evaluation to gather more information. It’s about the data—having evidence to show that this child is experiencing a lag and would benefit from additional support.

These conversations can happen during a parent-teacher conference or a phone call. How you approach it may depend on several factors: how well you know the family, whether this is the first time they’re hearing this concern, or if the family has already noticed something isn’t tracking and has questions of their own.

Sara

Yes, and I’d love to dive a little deeper into the parent piece because getting parents on board when a student has dyslexia is incredibly important. Even if the student is receiving interventions and support at school, parental understanding and support are so important in helping that student get caught up to where they need to be.

How can teachers approach that conversation with parents, especially if the parents aren’t familiar with dyslexia or don’t share the same concerns about their child? If the teacher is the first one raising the issue, how can they navigate that discussion effectively?

Heather

I would say that 99% of the time, the parent already has this thought in their mind. As a parent of a child with special needs myself, I know that parents see their child at home, lifelong – from the beginning. My guess is that if a student is struggling in the classroom to the point where a teacher has concerns, it might be unexpected for the parent, but it’s not going to be a total surprise. Somewhere in the back of their mind, they’ve probably thought, Huh, I wonder what’s happening here.

The dynamics with individual families definitely come into play. If you know the family well and feel comfortable, that can make the conversation easier. But you also need to consider your school’s climate and policies.

I think it’s really important to approach the conversation with a strengths-based mindset. Start by pointing out the amazing things the child does, like, I love how they draw pictures, or They’re such a tremendous athlete. Then, gently bring up your concern. For example, I’ve noticed that while Susie can tell me an amazing story about her favorite topic, her ability to participate in reading and writing activities seems significantly delayed compared to her peers.

From there, share the data you’ve collected and explain what it means. You might say, Based on what I’m seeing, I think it would be helpful if you requested a school district evaluation. It’s completely free and would give us more insight into her learning strengths and the areas where she might need support. Of course, these conversations can be easier said than done.

Sara

Absolutely, and I can see how having concrete data would make the conversation much easier. It’s not just about a gut feeling or a general observation—it’s about showing that you’ve been thinking about this and collecting evidence over several weeks. You can say, This is what I’ve been seeing, and it’s a genuine concern.

What are some specific resources or strategies that teachers can recommend to parents to help support their child’s learning at home? Because, as we know, even if a student is getting interventions and support at school, that home piece is incredibly important. What should teachers encourage parents to do with their dyslexic child at home?

Heather

Ultimately, everyone wants what’s best for the child. The parent obviously wants to see their child succeed, and if it turns out the child has dyslexia, the parent will need to become their advocate—well beyond the one year the child is in your classroom.

For some parents, though, this realization can take time. Dyslexia is a learning disability, and it requires specific support. That shift in perspective can be difficult to process, but it’s essential to focus on how to support the child both at home and at school.

At home, creating structure can make a big difference. Classrooms are often very structured spaces, with schedules posted on the board and routines that are followed daily. If homework is particularly stressful at home, adding structure can be a game-changer. For instance, you might suggest creating a checklist:

When you get home, you’ll have a snack, then start homework at 4:00 p.m. Homework time will end at 5:00 p.m., and then you can choose a fun activity.

Using visual timers can also be incredibly helpful. You might say, We’re going to work on reading for 20 minutes, then take a break. This makes the task feel more manageable and allows the child to pair a less preferred task with a more preferred one, which can be very effective.

Clear and simple instructions are another great strategy. For example, instead of saying, Please put your shoes away, pick up your backpack, go to the kitchen to get a snack, and then eat it at the table, simplify it to, Put your shoes away and get a snack. Too many instructions at once can be overwhelming.

Incorporating multi-sensory activities is also key. Even if a child isn’t struggling with math, using manipulatives like beans or kitchen items to make homework more interactive can be beneficial. It brings the learning to life and keeps the child engaged.

Finally, it’s important to keep things strength-based. Every parent knows their child’s strengths. As a teacher, you can say, Your child is amazing at [specific strength], and here are some areas where we can provide extra support. That approach can make the process feel less overwhelming for parents, especially since learning about a child’s dyslexia can be a lot to take in.

Sara

Well, I love that all of the strategies you shared aren’t necessarily specific literacy interventions, but they focus on creating an environment that supports learning. In addition to teaching them digraphs and how to construct a sentence, we need to make sure they’re not getting burnt out from the exhaustion of learning. For a student with dyslexia, writing a sentence is so much more complex than it is for a student without that challenge.

We want to ensure that when they sit down to do homework, there’s buy-in, or that when they’re working on academic tasks at home, they don’t become overly frustrated by the challenges they face. I love the idea of implementing schedules and providing simplified directions for parents to use at home. These aren’t strategies that most parents already have in place, but adding them could make homework time much more enjoyable for both the parent and the student.

Heather

Yeah, these kids work so hard. Are there kids who are going to need intervention after school in the form of tutoring or working with a parent on certain skills? Absolutely. But I think it’s essential to pair that need with things the student enjoys.

Here in our practice, when we have a session at 5:00 p.m., we know it’s 5:00 p.m.—the end of a long day—so we start with putty to warm up or play a game. They’re kids, and we need to remember that. It’s so important to say, This is your child. These are the wonderful things they can do. We just need to support them in this one area so they feel more confident.

I also think parents sometimes hesitate to talk to their child about what’s going on. When I meet a new client, I often ask, Is there anyone in the family who had difficulty with reading? Dyslexia is hereditary, so there’s usually a family member—a grandparent, uncle, or aunt—who struggled to learn to read. There is a genetic component. Whether or not the parent personally had difficulties, part of acceptance and normalization is simply talking about it.

Most kids already know something is different. They see their peers in the classroom doing tasks that are incredibly challenging for them but seem so easy for others. It can be really affirming for a child to hear, Hey, you are awesome and smart. Your brain just processes reading a little differently.

Sara

And I think it’s also validating for that student to know, Okay, my mom was like me, or My cousin or my older brother has the same challenges I do. Knowing that someone else in their family understands what they’re going through can be incredibly reassuring.

Heather

Yes, absolutely. But sometimes it’s hard to do. It’s hard to sit down and talk to your child and say, “Hey, we’re wondering if you might have dyslexia. We’ve noticed writing is really hard for you, spelling is really hard for you.” It’s a tough conversation to have, but it can be incredibly empowering for the child and, again, like you said, really affirming and validating for them.

Sara

Yeah. Are there any misconceptions about dyslexia that teachers really need to help parents understand? Things that are either common in mainstream media or misunderstandings parents often have? What are some of those misconceptions that teachers should work to clarify when helping parents?

Heather

My number one answer to that is always laziness. It breaks my heart. I’ll talk to a prospective parent, and they’ll say, “Well, my child is so bright. I think they just need to try harder.” And my heart just breaks on the spot. We’ll have a conversation, and I’ll explain all the details—so much of what we’ve been discussing here—but that misconception is so damaging.

Part of the challenge with dyslexia is that these kids are so bright and verbal. They can do so much, as long as it doesn’t involve reading and writing. It’s easy for teachers, if they’re not looking through the lens of possible dyslexia, to not understand why that disconnect happens. But if anything, kids with undiagnosed dyslexia are working three times as hard as everyone else. They’re certainly not lazy.

There’s also the idea about colored lenses. There is some correlation, for sure, and colored lenses can help with visual perception issues. But if colored lenses could cure dyslexia, every school would have buckets of them—it would be so easy and amazing. While they can be helpful, dyslexia is more than just a visual perception issue.

Then there’s the myth about backwards letters. A lot of people think that writing letters backward has to be present for a child to be dyslexic. It can be there, but it’s not a definitive indicator. Up until about the age of seven, it’s perfectly developmentally appropriate for kids to reverse letters. That misconception can lead to a lot of confusion.

Another one I hear is, “If we just read to our child more, their reading would improve.” That one really frustrates me because it puts a big burden on families—and it’s simply not true. You could read to your dyslexic child every single day for five hours, and they would still have dyslexia. They’ll benefit from being read to, but it won’t change the fact that they have dyslexia. Parents often internalize that and feel like it’s their fault, which is so unfair. Teachers can help by recognizing and communicating to parents: “You’re doing amazing things for your child, but they may need a little extra support here and there to thrive.”

Sara

And it sounds like if teachers know the right language to communicate with parents, the support they provide can be affirming on so many levels. Right? It’s the fact that, “Your child’s not lazy; they’re working twice as hard to produce what a student without dyslexia can do,” and, “You as a parent are literally doing everything you can, but reading to your child more isn’t going to solve this issue.” Helping parents understand that their child isn’t lazy, that they’re doing everything they can, and that interventions are necessary would probably be very comforting for parents to hear.

Heather

Absolutely. And I think another important piece is helping parents understand that their child will always have dyslexia. They’ll grow up to be an adult with dyslexia, but they can have a successful career and do all the things they want to do. It’s not like dyslexia disappears once they learn to read. The issues and challenges will still be there. By high school, for example, if a child qualifies for an IEP, accommodations like extra time for tests or support with written tasks become incredibly important. These students are working so hard, and it takes them longer to produce written statements, paragraphs, and other work. Teachers can help parents by projecting forward a bit—working together to create a plan that will support the child not just for the current year, but also as they move through school, because every year and every teacher is different.

Sara

Exactly. Are there other things teachers can bring to parents’ attention to help them feel empowered to support their child through this journey? Because, like you said, they’ll only have one teacher for a year. Who’s to say the next teacher will be as informed or supportive? And what if they switch schools? Ultimately, the parent is likely the student’s best advocate to ensure they get the services they need throughout their education. What can teachers do to empower parents to step into that advocacy role?

Heather

I think one of the most important things is to encourage parents to pursue a district or school evaluation at no cost. If a child has dyslexia, do they qualify for an IEP? Would they benefit from accommodations that would support them as they move forward? Once a child has an IEP, it becomes a written document that travels with them. A new teacher can see what supports have been provided in the past and what strategies have been effective.

I’ll say this as someone who has been on both sides of the table—I was a special ed teacher, and I’m now a special needs parent. Those experiences are totally different. Teachers don’t need to feel like they have to be experts in the special ed process. But they should understand the basic steps: Does the child qualify for an IEP? What’s involved in that process? Typically, it starts with a district evaluation, followed by a meeting to discuss the results. If the child doesn’t qualify for an IEP, could they qualify for a 504 plan, which also offers extended time and other accommodations?

Because it’s a long game, not just a one-year effort, the child’s needs will evolve as they grow. Having a teacher who builds a strong relationship with the family and says, “Your child is amazing. Here are all the things they’re great at. Let’s figure out how we can support them in the areas where they’re struggling,” can be incredibly powerful.

Sara

I think I’ve said this before when you’ve been on the podcast, but I wish I’d had access to someone like you when I was a classroom teacher. I had students who struggled with dyslexia, but I wasn’t an expert. I did some research online, but I didn’t know enough. I also remember parents asking me, “How can I best support my child at home? What resources do you recommend?” They were constantly looking for guidance, and I often felt at a loss. I was learning alongside them.

Do you have any recommendations for community or online resources specifically for parents? When parents come to teachers and say, “I understand my child has dyslexia, and I want to be the best advocate and support I can be,” what resources should teachers recommend? Where should parents turn for help? How can teachers guide them in the right direction?

Heather

Well, it’s funny you ask, Sara. We are actually working on a new online community—an online membership for parents—that’s launching for Black Friday at the end of this month. It’s something I’m really excited about putting out into the world because I’m so passionate about this work. I attend meetings for clients, and as I mentioned, I’ve navigated the system both as a teacher and as a parent. I truly believe every parent needs to be their child’s advocate, and they need the tools to make that happen. But at the same time, it’s overwhelming. You spend your nights googling, trying to figure it all out, and one source says one thing while another says something completely different.

We’re thrilled to be putting this membership out into the world. It’s deliberately priced at $9 a month to make it affordable for families because we know life can be expensive, and families have so much going on. Our goal is to guide families by saying, “Here’s what you can do.” Parents can send their questions to a Q&A session, and we’ll provide answers tailored to their child so they can have a plan for working with their school. This is something we’re really excited to offer, and it feels so important to me.

Beyond that, there are some amazing advocates out there. On Instagram, and the science of reading movement is going through such an exciting time right now. In the Orton-Gillingham and science of reading communities, there are people offering incredible support. But we’re proud to offer this new option for families because it’s so needed. I can say that wholeheartedly as a parent who has sat on one side of the CSE table for 13 years now.

Sara

I can imagine! I’m so glad you’re putting that out there because, as we’ve talked about before, early intervention and support for students with dyslexia are so critical. If you’re a parent or a teacher who hasn’t gone through this process before, it can be overwhelming to navigate on your own. As a parent or teacher supporting a student with dyslexia, you almost have to become an expert overnight. You have to learn so much so quickly to start providing the right support and interventions.

I’m so glad you’re creating this community for parents. Teachers, if you have a student with dyslexia and their parent is asking how they can best support their child, definitely send them Heather’s way. We’ll include links in the show notes to Heather’s Instagram, her website, and her new membership site. That way, if teachers or parents want to check it out, they’ll have all the information they need.

Heather

That sounds great. Thank you.

Sara

Heather, thank you so much for joining me today. Like I said, I love that I have this personal connection to you. Anytime something related to dyslexia comes up, I know I can ask you about it, and you’re always willing to come on the show and share your knowledge with my audience. Thank you again for being here.

Heather

It’s always a pleasure, and I’m always happy to talk about the things I’m passionate about. Thank you for giving me another chance.

Sara

Thanks so much for joining me today! If you enjoyed today’s episode and are finding value in this podcast, it would mean the world to me if you subscribe and leave a five-star, positive review. This helps me spread the word to more and more teachers, just like you. Don’t forget to follow me on Instagram @thestellarteachercompany. You can also find links and resources from this episode in the show notes at stellarteacher.com. See you back here next week!