“But They Can Read”: Signs Worth Noticing in Older Children

Dyslexia Action Month • Part 3 of 4

Sometimes a parent’s concern sounds like this: “They can read, but it takes so much effort.”

Being able to get through a book does not tell us everything about the experience.

In older elementary students and teens, possible signs include slow or effortful reading, difficulty working out unfamiliar words, persistent spelling struggles, and avoiding reading aloud. Some students understand a story much more easily when someone reads it to them.

Every student learns differently and every student deserves the opportunity to shine!

Look beyond whether an assignment is finished. Ask what finishing costs your child in time, effort, and frustration. That does not mean every long homework evening points to dyslexia. It means the struggle deserves a closer look.

Your action this week: Gather examples and listen.

Save a few reading, spelling, and writing samples. Note how much help was needed and approximately how long the work took.

Then ask your child gently:

“What feels hardest about reading?”

“What helps?”

“Is there something you wish your teacher or I understood?”

Give them room to answer without turning the conversation into another test.

Share those observations with the school and ask about assessment and targeted support. Older children deserve help, too; noticing later is still a reason to act.

At My Learning Farm, academic assessments can help clarify current reading and writing skills, identify strengths, and guide educational recommendations. These assessments are separate from a formal evaluation for dyslexia.

Explore My Learning Farm’s academic assessments.

I want your child’s effort to be understood—and their learning needs to be taken seriously.