I am a qualified tutor, language therapist, and reading specialist with experience in the following areas:
Dyslexia (see IDA definition, a term often not used in school evaluations.) https://dyslexiaida.org/definition-of-dyslexia/
Language Based Disability (a term used in many school districts that includes dyslexia, executive function issues, and others.)
Attention Deficit (with effective instruction reading requires less attention and becomes automatic.)
Developmentally delayed (cognitive and social skills may differ, the ability to grow and learn are there. Lessons need to be adapted to where that individual student is.)
Autism (in terms of expectations, one needs to assume the ability to grow and learn, as the alternative seems criminal.)
“Garden variety poor reader” (the student hasn’t been identified as falling into one of the previous categories, but may be disinterested in reading, or generally struggling in areas that involve reading.)
After a handful of lessons
Typically, the first thing parents and teachers notice after a few lessons is the student’s increased self-confidence. The instruction puts the student on firm ground and they feel more secure. Many students who have difficulty in these basic language skills have come to view themselves as not as smart as their peers, and this is simply not the case. They begin to trust themselves and develop confidence in their own abilities.