Dyslexia Therapy Programs and the U.S. Literacy Crisis: What Alaskan Parents Should Know

Reading challenges are being discussed across the United States. National assessment results show that many students need stronger support with reading. At the same time, families are learning more about dyslexia and the importance of explicit, structured instruction.

These national concerns provide useful context. However, reading difficulty happens one child at a time. Each child has different strengths, needs, and experiences. The goal is not to make families feel alarmed. The goal is to help parents recognize concerns, understand available support, and know where to begin.

A national snapshot of reading performance

The 2024 National Assessment of Educational Progress, often called the Nation’s Report Card, found that 31% of U.S. fourth-graders performed at or above the NAEP Proficient level in reading. At the same time, 40% performed below the NAEP Basic level. The average fourth-grade reading score fell by two points compared with 2022.

These results come from the 2024 NAEP national reading trends. NAEP achievement levels are specific to the assessment. The NAEP Proficient level should not be treated as exactly the same as a child’s grade-level standard in school. Still, the results show that many students are having difficulty demonstrating reading comprehension and related skills.

The broader literacy picture also includes adults. A Gallup analysis of U.S. Department of Education data reported that approximately 130 million U.S. adults, or about 54% of adults ages 16 to 74, lack literacy proficiency. A 2020 study commissioned by the Barbara Bush Foundation for Family Literacy estimated that low adult literacy may cost the U.S. economy up to $2.2 trillion each year.

These numbers describe a population. They do not predict what will happen for any one child. They also do not explain every reason a student may struggle. Reading development is influenced by instruction, language development, learning differences, attendance, access to resources, and many other factors.

For children with dyslexia, individualized and structured support can address specific reading skills that may not develop easily through general instruction alone.

What the numbers mean for Alaska families

Alaska is part of the national conversation about literacy. According to Alaska Beacon’s reporting on 2024 National Assessment of Educational Progress data, 22% of Alaska fourth-graders scored at or above the NAEP Proficient level in reading, with an average score of 202.

This information should be understood plainly and without embarrassment. Alaska is not alone in facing reading challenges. Families across the country are asking how schools, communities, and providers can offer more effective support.

More than 40 states and the District of Columbia have adopted policies that require or recommend evidence-based reading instruction. The details vary by state, but the broader direction is similar. The field is placing more emphasis on explicit and systematic instruction in foundational reading skills. This movement is often called the science of reading.

Structured literacy programs already use many of these principles. They teach skills directly, follow a planned sequence, and adjust instruction based on a learner’s responses and progress.

What dyslexia is and what it is not

Dyslexia is a neurobiological learning disability. It is commonly associated with difficulty developing accurate or fluent word recognition, spelling, and decoding skills.

The International Dyslexia Association Alaska Branch notes that dyslexia affects up to 20% of the population, or approximately one in five people.

Dyslexia is not a sign of low intelligence. It is not caused by a lack of effort. A child with dyslexia may understand stories when they are read aloud, express complex ideas, or solve problems well while still having difficulty reading individual words.

For many people with dyslexia, the brain processes aspects of spoken and written language differently. This can make sound awareness, word reading, spelling, and reading fluency more difficult. With the right instruction and support, learners can continue building skills throughout childhood and adulthood.

Signs of dyslexia in children

Every child develops differently. One sign alone does not confirm dyslexia. However, parents may want to discuss an evaluation when reading difficulties are persistent or interfere with schoolwork and daily routines.

Possible signs of dyslexia include:

• Difficulty sounding out unfamiliar words
• Guessing at words instead of reading all the letters
• Relying heavily on pictures or context to identify a word
• Slow, effortful, or uneven reading
• Difficulty remembering letter-sound relationships
• Trouble with spelling, even after practice
• Difficulty identifying or manipulating sounds in words
• Avoiding reading aloud
• Difficulty learning common sequences, such as letters, numbers, or days of the week
• A family history of dyslexia or persistent reading difficulty

These signs are a reason to seek more information, not a diagnosis. We do not diagnose dyslexia at Flex Therapy. We provide reading and dyslexia therapy, and we encourage families to talk with us, their child’s school, and medical providers about appropriate evaluation.

What Orton-Gillingham based reading therapy looks like

At Flex Therapy, our Reading and Dyslexia Therapy uses Orton-Gillingham based programs. Orton-Gillingham is a structured literacy approach. It teaches reading and spelling in a direct, organized, and multisensory way.

In plain language, this means a learner may see a letter or word, say its sound, listen carefully, move or write letters, and practice using the skill in words and connected reading. Instruction is repeated as needed and builds from simpler skills toward more complex ones.

Therapy may address:

• Phonemic awareness: noticing and working with individual sounds in spoken words
• Phonological awareness: understanding the sound structure of language, including syllables and sound patterns
• Sound-symbol relationships: connecting speech sounds with written letters and letter patterns
• Decoding: using known sound patterns to read unfamiliar words
• Spelling and encoding: connecting sounds and language patterns to written words
• Reading fluency: building more accurate, automatic, and comfortable reading
• Caregiver strategies: practicing skills in ways that fit the child’s daily routines

Structured literacy does not mean rushing through a fixed set of lessons. Effective instruction responds to the learner. We consider current skills, observe how the learner approaches tasks, and adjust goals over time.

Progress may be measured through functional goals, ongoing observation, reading and spelling tasks, and caregiver input. We do not promise to eliminate dyslexia or guarantee grade-level reading. Our role is to provide knowledgeable, practical support that helps a learner develop important literacy skills.

Early support matters, but it is never too late

Early identification can help families access support before reading difficulty becomes more discouraging or affects more areas of school. Parents do not need to wait for a child to fail before asking questions.

It is also never too late to seek support. Older children, teenagers, and adults may benefit from structured reading instruction that addresses gaps in phonemic awareness, decoding, spelling, or fluency. Goals may look different at different ages. For an adult, therapy may focus on reading at work, understanding written information, completing forms, or participating more comfortably in everyday activities.

A child can also receive support from more than one setting. School-based instruction, classroom accommodations, medical care, private therapy, and home practice may all have a place. Families can ask the school what reading instruction is being provided, how progress is monitored, and whether concerns can be discussed through a school evaluation process.

Outside therapy does not replace school services. It can provide additional individualized support and help families understand how to practice skills at home.

Reading and dyslexia therapy at Flex Therapy

Flex Therapy is a local, family-centered practice in Wasilla serving the Matanuska-Susitna Valley. Our team includes speech and physical therapists. We provide support across the lifespan through speech, language, feeding and swallowing, literacy and reading, and physical therapy services.

Our Reading and Dyslexia Therapy service focuses on phonemic awareness, phonological awareness, decoding, spelling, and reading fluency through Orton-Gillingham based programs.

Depending on clinical needs and availability, services may be provided through:

• In-clinic visits in Wasilla
• Home-based visits
• Community-based sessions
• Teletherapy when clinically appropriate

Our speech therapy services use five-month cycles during the school year and a three-month cycle during the summer. We discuss the child’s needs, goals, and the best fit for services with each family.

A practical next step for families

The literacy crisis is a national concern, but it does not define your child. Struggling to read is not a reflection of intelligence or effort. A child with dyslexia may need instruction that is more explicit, systematic, and responsive to the way they learn.

If you have questions about reading therapy, signs of dyslexia in children, or Orton-Gillingham based support, we invite you to contact Flex Therapy. We are available to answer questions and provide more information about services in Wasilla and across the Matanuska-Susitna Valley.