IEP for dyslexia: an example and what to ask for

If your child has dyslexia, reading and spelling words takes much more work than it should. That is not about effort or intelligence. An IEP can make sure your child is taught reading in the way they need, and gets support in other classes while those skills grow.

This page shows an example IEP for a made-up child, part by part, with a note on each part. Hold it next to your child's plan and look for the same pieces.

Does dyslexia qualify for an IEP?

It can. The federal special education rules list dyslexia as one example of a specific learning disability.^[1] To get an IEP, the school must evaluate your child and find two things: your child has a disability, and your child needs special teaching because of it.

Some children with dyslexia get a 504 plan instead, with supports but no special teaching. Ask the team why they chose one over the other. The guide on specific learning disability IEPs explains how eligibility works and how states differ.

An IEP for dyslexia, part by part

This example is for a made-up 3rd grader named Mia. The numbers are only examples.

Present levels (where Mia is now). "Mia reads 42 words correct per minute on 3rd grade passages, based on 3 tests in September. She reads short-vowel words with 85% accuracy but long-vowel and two-syllable words with 40% accuracy. She spells 3 of 20 grade-level words correctly. She understands stories well when they are read to her. She says reading 'makes my head hurt.'"

Annual goal 1: decoding. "Given a list of 20 two-syllable words with long vowels, Mia will read 17 or more correctly on 3 tests in a row."

Annual goal 2: fluency. "Given an unpracticed 3rd grade passage, Mia will read 75 words correct per minute with 95% accuracy on 3 of 4 weekly tests."

Annual goal 3: spelling. "When dictated 10 words with patterns she has been taught, Mia will spell 8 correctly on 4 of 5 weekly checks."

Special education services. "Specialized reading instruction using a structured literacy approach: 45 minutes, 5 days a week, in a group of no more than 3 students, with the reading specialist."

Accommodations. "Audiobooks and text-to-speech for science and social studies texts. Tests read aloud, except tests of reading itself. Spelling not graded on written work in other subjects. Extra time (time and a half) on written tests."

How progress is measured. "Reading fluency checked every 2 weeks. Decoding and spelling checked weekly. Progress reported to parents every quarter."

What a strong dyslexia IEP usually has

• Present levels in numbers for decoding, fluency and spelling
• Goals tied to the exact skills your child is missing
• Daily or near-daily reading teaching, in a small group
• A clear approach to teaching reading, step by step
• Supports in other classes, like audiobooks
• Progress checks at least every few weeks

For many more goal examples, see IEP goals for dyslexia and the dyslexia goal bank. If your child is in high school, see IEP goals for high school students with dyslexia.

Questions to ask the team

You can read these out loud at the meeting or hand them over on paper.

1. "What did the testing show about which reading skills are hardest for my child?"
2. "What reading approach will you use, and how is it different from what my child gets now?"
3. "How many minutes a day will my child get reading teaching, and in how big a group?"
4. "Who will teach it, and what training do they have in teaching reading?"
5. "How often will you check progress, and can I see the graph?"
6. "What will you do if the numbers are not going up after 6 to 8 weeks?"
7. "Which accommodations will my child use on state tests?"
8. "How will you help with spelling in other classes so it does not lower grades?"
9. "Can my child learn to use text-to-speech or audiobooks on their own?"
10. "What can we do at home that matches what you are teaching?"

The page on questions to ask at the IEP meeting has more questions for any IEP.

What to do next

1. Ask for an evaluation in writing if your child does not have an IEP. Date your letter and keep a copy. The guide on how to request an IEP evaluation has a sample.
2. Share what you have. Bring any outside testing, report cards, reading logs and notes about homework.
3. Read progress reports closely. Compare each number with the goal. The page on how to read a progress report walks through it.
4. Ask for a meeting any time you think the plan is not working. You do not have to wait for the yearly meeting.
5. Get free help. Every state has at least one Parent Training and Information Center. They help families with IEPs at no cost.^[3]

The National Institute of Child Health and Human Development has plain information about reading disorders, including dyslexia.^[4] If your child also struggles with handwriting, the guide to dysgraphia vs dyslexia explains how the two differ.

Frequently asked questions

Use it in IEP Atlas

• IEP goals for dyslexia
• Dyslexia in the IEP glossary
• IEP goals for specific learning disability
• Structured literacy in the IEP glossary

Related guides

• IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
• IEP goals for dyslexia: 20 examples by reading skill
• Dyslexia accommodations in the classroom and on tests
• IEP goals for high school students with dyslexia
• Dysgraphia vs dyslexia: how they differ in the IEP
• Does dyslexia qualify for an IEP?

Sources

1. 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
2. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
3. Center for Parent Information and Resources, CPIR
4. Reading and Reading Disorders, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.