How SER begins an individual reading plan
We ask about reading history, previous instruction, interests and what you want your child to be able to do. A parent conversation and introductory work with the educator help shape the starting plan. We pay attention to the reading skills being taught and your child’s confidence participating in that work. The proposed approach and any named-method training are confirmed for the individual educator.
See how we develop the plan with you.
Start with your child’s reading experience
Tell us what is difficult: working out unfamiliar words, spelling, reading accurately or keeping track of meaning while reading. Share what has already been tried and what helps. That detail gives the matching conversation a clearer starting point than simply asking for more reading practice.
Our nationwide dyslexia tutoring service describes the underlying service. This North Carolina page helps you evaluate the fit for your family; sessions are online.
Questions to ask before selecting a tutor
- What experience do you have teaching students with dyslexia at my child’s stage of reading?
- How would you identify a starting skill and organize instruction from there?
- What training supports the approach you propose?
- If you use a named reading program, what training have you completed in that program?
- How will you check whether my child can apply a practiced skill to unfamiliar words or text?
- How will you communicate what is improving and what needs to change?
Understand the difference between credentials and methods
Our tutors are certified in special education. Training in a particular reading method is a separate question to confirm for the educator being considered. We do not promise an Orton-Gillingham, Wilson or Barton specialist before confirming the individual match and availability.
The right discussion goes beyond a program name: ask how instruction will connect with your child’s current needs, how practice will be adjusted and how the tutor will respond if a skill remains difficult.
Prepare for an online session
Ask what your child will need to see, hear and use during a lesson, and what adult help may be needed to get started. Describe any difficulty using a screen or switching between materials. Confirm the session arrangements before committing so you can evaluate whether this format fits your child.
You can bring a short description of your child’s learning goals and a recent example of reading or spelling work. Avoid sending full educational records in the initial inquiry; discuss whether specific information is needed and how it should be shared.
Choose the next step
For broader reading concerns, explore reading tutoring. To compare providers, use our tutor selection worksheet . For NC program questions, use the official contacts linked on our ESA+ provider listing page.
Keep the learning visible
Use our progress discussion guide to connect a specific task with what your child does independently and the support that helps.
Common questions
Is every tutor trained in the same dyslexia method?
No specific method is promised across all matches. Confirm relevant training, experience and the instructional approach with the individual educator before beginning.
Does this service diagnose dyslexia?
The service described here is academic tutoring. It does not provide a diagnostic assessment or replace an evaluation by an appropriate professional.
Content updated September 14, 2026 · Special Education Resource LLC