1 Voice, Every School: How District Leaders Can Unite Dyslexia Messaging

Some conversations can shape how families view your entire district. Those moments when worried parents seek guidance about their child who is experiencing reading difficulties are among the most important you will have.

When a concerned parent asks about their child’s reading growth, that exchange matters far beyond the moment. How you and everyone else respond shapes the family’s experience with your district. A supportive and knowledgeable response builds trust and confidence in your district’s ability to help their child.

In addition to helping your educators use proper terminology, you can ensure that every family in every school in your district receives consistent, accurate information about dyslexia support. 

When parents know they can rely on your district for clear and actionable guidance, they also know everyone involved is an advocate for their child. 

Why Consistency Matters

Imagine a parent listening to different descriptions of dyslexia. One from their child’s teacher, another from the reading specialist, and a third from the special education coordinator. They each focus on a different component of dyslexia or provide conflicting messaging. Although well-meaning, these varying explanations create confusion and erode confidence in the district’s expertise.

Inconsistent messaging affects more than just individual families. It can affect your entire district culture. When staff members are unclear about dyslexia and its treatment, they may be unclear with families. 

This can lead to:

• Confusion among families who receive conflicting information about their child’s needs

• Gaps in service delivery when different staff members have different understandings of best practices

• Decreased trust in the district’s ability to effectively support learners with dyslexia

• Missed opportunities for early identification and intervention

However, with a common foundation, families receive clear guidance, no matter who they speak to, and you create an environment where every conversation with a family reinforces trust rather than creating confusion.

Top-down alignment is a crucial aspect of this unified approach. As a district administrator, your understanding and messaging about dyslexia filters down through principals, coordinators, teachers, and support staff. 

A Framework for Talking to Families About Dyslexia

This framework helps support meaningful dialogue while also addressing parents’ common concerns and questions.

Key Talking Points for District Administrators

When discussing dyslexia with families, focus on essential points to provide clarity and reassurance:

What dyslexia is (and isn’t):

• Dyslexia is a specific learning disability that is neurobiological in origin, affecting approximately 10%–15% of the population

• Difficulties with accurate and fluent word recognition, poor spelling, and decoding abilities characterize it

• Dyslexia is not related to intelligence, vision problems, or lack of effort

• Students with dyslexia often have strengths in areas like creative thinking, problem-solving, and verbal communication

How educators in the district identify and support students with dyslexia:

• Early screening and assessment protocols to identify risk factors

• Evidence-based interventions that target phonological processing and decoding skills

• Progress monitoring to track student growth and adjust instruction accordingly

• Collaboration between general education, special education, and support staff

The district’s commitment to evidence-based instruction and intervention:

• Implementation of Structured Literacy approaches grounded in the science of reading

• Professional development that ensures all staff members understand dyslexia and the effective interventions needed to address it

• Use of research-validated programs and materials

• Continuous evaluation and improvement of support systems

Recommended Language

Clear, empathetic, jargon-free communication helps families understand and engage with your district’s approach.

Consider these sample responses to common questions and situations:

1. When parents ask, “Does my child have dyslexia?”

“It’s understandable to want a clear yes or no, but only a formal evaluation by qualified professionals can determine whether your child has dyslexia. At school, we’re seeing some patterns in [student's name]’s reading development that suggest specific support in areas like phonics and word recognition will support their growth.”

2. When parents worry about their child’s intelligence:

“Dyslexia is completely unrelated to how smart your child is. In fact, many children and adults with dyslexia are creative thinkers, problem solvers, and strong communicators. What matters most is that we focus on giving [student’s name] the right tools and strategies to unlock their unique potential as a reader and learner.”

3. When parents ask about long-term outcomes:

“With effective support and intervention, students with dyslexia become successful readers. While they may need different approaches than their peers, research shows explicit, systematic instruction can help them develop strong reading skills.”

4. When parents question the timeline for improvement:

“Every child’s journey is unique, but research shows many children begin to make measurable progress within the first few months of consistent, targeted intervention. We’ll monitor [student’s name]’s growth and adjust our approach when needed to ensure they’re making meaningful and lasting progress.”

Communication Channels

Strong school/family partnerships are built on consistent communication. How do we ensure this vital connection is developed, fostered, and well-received? 

Establishing multiple accessible touchpoints ensures parents receive timely, clear, and consistent information about the district’s dyslexia support services and resources. By offering numerous opportunities for engagement, ranging from group events to personalized meetings, district leaders can empower families to be active partners in their child’s learning journey.

Opportunities for engagement:

• Parent information nights that provide overviews of dyslexia and district support systems

• Regular newsletters that include updates about reading initiatives and resources for families

• District website with dedicated sections about dyslexia, including FAQs and resource links

• IEP and 504 meetings, where individualized support plans are developed and reviewed

• Back-to-school events that introduce families to reading programs and interventions

• One-on-one conferences for personalized discussions about student progress and needs

Building a Districtwide Playbook

Creating and implementing a shared messaging guide gives every staff member the tools they need to discuss dyslexia with families. This playbook becomes your district’s reference for consistent, accurate communication.

How to create and distribute a shared messaging guide:

Start by assembling a team that includes representatives from special education, curriculum and instruction, school psychology, and building leadership. This team should review current research about dyslexia, examine your district’s identification and intervention processes, and develop key messaging that aligns with scientific evidence.

Your messaging guide should include:

• Clear definitions and explanations of dyslexia

• Descriptions of your district’s screening and assessment procedures

• Overviews of intervention programs and services

• Sample language for common family questions and concerns

• Contact information for key personnel and resources

Training and collaboration across departments:

Make it a priority to schedule regular professional development sessions that bring together staff from special education, Multi-Tiered Systems of Support (MTSS) teams, curriculum departments, and school counseling. These collaborative sessions ensure everyone understands not just what to say about dyslexia, but why these messages matter for student success.

Consider hosting joint training sessions where special education coordinators, reading specialists, and general education teachers can practice having conversations with families. Providing role-playing scenarios can help staff members feel more confident and prepared for real-world situations.

Tips for aligning messaging with state dyslexia guidance and legislation:

Many states have specific requirements for dyslexia identification, intervention, and family notification. Review your state’s dyslexia handbook and legislation to ensure your messaging aligns with legal requirements and recommended practices.

This will also allow you to create a resource library that includes links to state guidance documents, research summaries, and professional organizations like the International Dyslexia Association®. This gives staff members easy access to authoritative information when families have detailed questions or want additional resources.

How Lexia Supports Students With Dyslexia

Founded by a parent inspired to help his child navigate dyslexia, Lexia® understands the challenges these learners face. Our evidence-based reading programs deliver the structured, systematic instruction students with dyslexia need to build strong foundational skills. 

Lexia’s science-based solutions target the core difficulties of dyslexia while fostering confidence and motivation for every learner.

Lexia Core5 Reading

Lexia® Core5® Reading gives students with dyslexia the targeted support they need to grow as readers. The program provides customized, step-by-step practice in key skills like sounds, word patterns, fluency, vocabulary, and comprehension. With its structured approach and opportunities for repeated practice, Core5 helps students build automatic word recognition and develop the reading confidence they need for long-term success.

Lexia PowerUp Literacy

Lexia® PowerUp Literacy® accelerates reading and language skills for students in grades 6–12 who are reading below grade level. Many students with dyslexia reach middle and high school still struggling with foundational reading skills, and PowerUp provides the adolescent-appropriate intervention they need.

The program combines systematic skill instruction with high-interest content that engages older students. It also addresses the phonological processing and word recognition difficulties associated with dyslexia. PowerUp’s approach helps students develop both the technical skills and confidence they need for academic success.

Both programs provide detailed progress monitoring and reporting features that help educators track student growth, identify areas needing additional support, and communicate progress with families. 

Moving Forward Together

Creating consistent messaging about dyslexia support isn’t just about having the right words. It’s about building a culture where every educator feels confident discussing learning differences, every family feels heard and supported, and every student receives the evidence-based instruction they deserve.

This framework is a starting point for developing your district’s approach to discussing dyslexia with the families in your community. Behind every conversation about dyslexia is a family that wants their child to gain confidence and experience the joy of reading. Consistent, compassionate communication helps make that success possible.

Ready to learn more about how evidence-based reading programs can support your students with dyslexia? Explore Lexia’s dyslexia solutions to discover how Structured Literacy instruction can make a difference in your district.