Many families believe that if a child struggles with reading, the school will catch it early and guide them toward the right support. But in Wisconsin, most parents are surprised to learn that dyslexia testing is not provided by public schools, and that school reading help is not the same as one-on-one dyslexia therapy.
This creates a gap, leaving families unsure of what is happening and what their child really needs. Schools are genuinely concerned about children's well-being, but the system is not designed to identify or treat dyslexia. Understanding what schools can and cannot do helps parents make confident decisions about next steps.
Teachers work incredibly hard. They support children academically, encourage them emotionally, and adjust instruction to help them grow. The challenge is not their dedication. It is the lack of training and resources available to them.
In Wisconsin, most teacher preparation programs do not include comprehensive education in dyslexia. Even reading specialist programs touch on it only briefly. As a result, educators are not taught how to recognize dyslexia, how to screen for it, or how to provide therapy-level intervention.
This is not a failure of teachers. It is simply a limitation of the system they work within.
Parents often hear well-meaning comments such as:
These comments are meant to reassure, but they do not reflect the limits of what the school can evaluate or provide. Many families are surprised to learn the following:
Wisconsin public schools do not conduct dyslexia screenings. Schools may evaluate a child for an educational disability in reading, which is not the same as identifying dyslexia.
Small reading groups, reading intervention, and additional practice are helpful, but they are not designed for dyslexia and are not delivered by dyslexia specialists.
Even when a child qualifies under special education, the services provided do not include formal dyslexia testing or therapy-level structured literacy. Under IDEA, schools must provide an appropriate education, but they are not required to offer prescriptive, one-on-one dyslexia intervention.
FAPE ensures access to a free appropriate public education. What is considered appropriate is defined and determined by each school district. FAPE does not provide one-on-one services for dyslexia, nor does it ensure a gold standard of services which would be prescriptive - a therapy level of service. Families often assume schools are required to offer dyslexia testing and treatment, but this is not the case.
These misunderstandings can lead parents to wait longer than they should, hoping that progress will appear on its own.
Schools can and often do provide:
These supports help many learners and are valuable parts of a child’s school experience. They are not, however, a replacement for dyslexia testing or one-on-one dyslexia therapy.
Wisconsin public schools cannot provide:
Reading challenges rarely resolve on their own, and “waiting to see” often leads to more frustration. If your child continues to struggle with decoding, spelling, slow reading, or writing, it may be time to look deeper.
Parents commonly hear:
Listening to your instincts is important, especially if your child seems stressed, discouraged, or worried about reading. Sometimes children act out unexpectedly, start showing behaviors, or pretend that they don’t care. Early support is powerful, but older children and teens benefit as well. It is never too late to get help.
Struggles with reading affect more than academics. They can influence confidence, emotional well-being, and daily stress. Getting clear answers can bring relief to the entire family.
Dyslexia screening gives families clarity and direction. A Diagnostic Consultation helps you understand:
This kind of detailed information is something schools cannot provide.
Dyslexia therapy is a specialized intervention delivered by trained professionals. It is not tutoring and not small-group instruction. It is a structured, evidence-based approach designed for the way a dyslexic brain learns.
This level of support is not part of Wisconsin’s public school system, which is why many families seek help outside the school system.
Schools work hard with the training and tools they have. They provide essential support, but they are not designed to act as dyslexia specialists. This does not mean teachers are failing. It means families sometimes need additional resources. Research shows that if a child is behind in reading at the end of 1st grade, they will still be behind in reading in 9th grade. It’s essential not to wait to seek outside support.
If your child is struggling with reading and you feel unsure where to turn, READ Learning can give you the answers you have been looking for. With the right information and one-on-one therapy, children can build strong skills and regain confidence in their learning.
You know your child best, and you are not alone in this process. Support is available, and clarity is within reach.