Steps toward Intervention

Early intervention (by third grade) is ideal. However, even if students obtain services at a young age, they will likely continue to need them into the middle and high school years.

Additionally, some students struggle through the primary grades without being identified as students with dyslexia. Therefore, if you notice a student struggling with reading and suspect he or she might have a learning disability like dyslexia, there are several steps you can take to initiate the appropriate intervention:

1. Document the signs. Provide as much information as you can that will quantify the symptoms of a learning disability: reading and writing assessments, personal observations of the student's personality, student comments about reading, and descriptions of the student's behavior when under stress as well as when succceeding. (Stowe, 2000)
   
2. Check the student's record. Find out if he or she has a history of any problems with reading or if this is a new or isolated concern.
3. Consult with colleagues. Particularly at the secondary level, find out if other teachers notice the same signs and symptoms.
   
4. Contact the parents. Parents often know more than anyone else about their children's development.
5. Make a referral. The school and district should have procedures in place for making a referral for formal evaluation of a student who might have a learning disability.