How Many Times a Week Should Dyslexia Tutoring Be?

When your child struggles to read, finding the right program can feel like a turning point. Multisensory, systematic programs like the Wilson Reading System and Orton-Gillingham (OG) are two of the most respected instructional approaches for teaching reading to students with dyslexia and other language-based learning disabilities. They are carefully structured, research-based, and designed to help struggling readers build strong skills in reading and spelling.

But many parents still wonder: How often should my child get dyslexia tutoring or dyslexia therapy to see real progress?

Research and experience show that children with dyslexia make the most progress when lessons are frequent and consistent. Wilson and Orton-Gillingham were designed for at least two to three sessions per week—and in the next sections, I’ll explain why this schedule makes all the difference for struggling readers.

Why Do Students Need More Than One Dyslexia Tutoring Lesson Per Week?

Helping a child with dyslexia isn’t about quick fixes; it’s about giving their brain the steady practice it needs to create new neural pathways for reading and language processing. Children with dyslexia need repeated practice to develop fluency and confidence.

When lessons only occur once a week, skills tend to fade between sessions. It’s like trying to learn piano by practicing only on Saturdays—you lose ground in between and spend more time relearning than moving forward. But with two or three tutoring sessions per week, children build on what they’ve learned, strengthen their skills, and keep making progress.

What Frequency Do Wilson and Orton-Gillingham

Recommend?

Both Wilson and Orton-Gillingham are comprehensive programs designed for students with dyslexia who need consistent, appropriate instruction. Their creators are clear about how often lessons should happen:

• Wilson Language Training recommends two to three tutoring sessions per week, each lasting 45–60 minutes.

• Orton-Gillingham teachers and practitioners also stress the importance of multiple lessons per week. Like Wilson, this approach is built to move step by step, with constant review, so students can master each skill before adding on the next.

  
  

In other words, to meet the learning needs of students with dyslexia, these literacy programs must be delivered with fidelity, that is, they need to be taught as they were designed, step by step, without skipping pieces or rushing ahead. Think of it like following a recipe: if you leave out an ingredient or skip a step, the dish won’t turn out as it should. In the same way, if the tutoring schedule doesn’t follow the program’s design, students lose the chance to achieve true mastery.

Why Does Frequency Make Such a Big Difference in Dyslexia Tutoring?

Learning to read with dyslexia is like training muscles. A student with dyslexia needs consistent, multisensory, structured language practice to make progress. Frequent lessons give the brain the repeated reminders it needs to connect letters and sounds.

With more frequent lessons, children:

• Hold onto skills more easily from one session to the next.

• Feel proud of themselves as they see steady improvement.

• Carry their skills into real life—school assignments, writing, and independent reading.

  
  

When lessons are too far apart, kids often forget, which means reteaching the same material again and again. That’s discouraging and slows down progress.

What Happens When Lessons Are Scheduled Consistently?

Parents and teachers often notice a big shift when dyslexia tutoring sessions follow the recommended frequency:

• Progress feels steady. Children move forward instead of circling back.

• Confidence grows. Kids begin to see themselves as capable learners.

• Schoolwork improves. Gains in decoding and spelling show up in comprehension, writing, and class participation.

  
  

This steady progress gives children the momentum they need to keep going and the joy of knowing they can succeed.

What Do I Believe After 30 Years as a Learning Disabilities Specialist?

Over the past three decades, I’ve worked with countless dyslexic children who required multi-sensory, explicit reading instruction, like Wilson and OG. And one truth has stood out again and again: how often lessons happen changes everything.

I think back to one student who only had once-a-week tutoring sessions. Each time we met, we spent much of the time reviewing what she had forgotten since the last lesson. She grew frustrated and would sometimes say, “I’m just not good at this.” Her progress was slow—not because she couldn’t learn, but because she didn’t get enough chances to practice what she had learned in between.

Another child I worked with began receiving tutoring sessions two times per week. Over time, I noticed he no longer stumbled over the same simple words. His parents told me he started picking up short books at home on his own, something he hadn’t shown interest in before.

I also worked with a middle schooler who finally started getting three sessions per week with one of our dyslexia therapists during the school day. She had always been hesitant to read in class. After several months of steady, multisensory instruction, she was able to keep up with her assignments more easily, and her teacher noticed she began participating more during reading activities.

These experiences are why I encourage parents to advocate not only for at least two lessons per week, but also for instruction provided by a certified Wilson or Orton-Gillingham practitioner with specialized training. With two to three weekly sessions led by a professional who truly understands dyslexia, children gain access to structured literacy instruction that fosters steady progress and lasting skills.

But structured literacy is about more than improving reading—it’s about helping children build confidence and see themselves as capable learners. In my experience, more than one session per week isn’t just beneficial—it’s essential.

How Long Does Dyslexia Tutoring Take to Show

Progress?

Every child is different, but many parents see small improvements within just a few weeks of consistent lessons. A student with dyslexia might start showing more confidence, tackling harder words, or even reading for fun.

The bigger changes, fluency, comprehension, and independence, usually come after several months of steady lessons. Dyslexia tutoring isn’t a quick fix. Think of it as a long-term plan to help students build lasting skills and confidence, step by step.

What Can Parents Do If the School Doesn’t Offer Enough Hours Per Week?

Not every school can provide Wilson or Orton-Gillingham-based lessons as often as students need. But families still have options.

Some parents turn to agencies that offer dyslexia tutoring through certified professionals. For example, organizations like My Happy Teacher not only provide private tutoring for parents of children with dyslexia, but they can also partner with schools to provide certified instructors online during the school day. This way, children get the right number of sessions per week without adding stress to their after-school schedules.

Agencies like these bridge the gap between what schools provide and what students truly need, making quality dyslexia tutoring more accessible.

Frequently Asked Questions

How many hours per week of dyslexia tutoring are recommended?

Wilson and Orton-Gillingham experts recommend two to three tutoring sessions per week, each lasting 45–60 minutes.

Does it matter who teaches my child?

Yes. Programs like Wilson and Orton-Gillingham-based approaches are most effective when taught by a certified instructor who has completed a rigorous training program. A practitioner trained in multisensory structured language instruction has the expertise to provide appropriate instruction in a one-on-one setting or in a small group.

Why isn’t once a week enough?

Because students with dyslexia need frequent review and practice. With only one lesson, skills fade, and progress slows down dramatically.

How soon will my child show progress?

Some families notice small changes within weeks—like a child trying harder words or showing more confidence. Larger gains in fluency and comprehension usually come after several months of steady lessons.

What if my school doesn’t offer enough sessions per week?

If your school can’t provide the recommended two to three dyslexia tutoring sessions per week, consider agencies like My Happy Teacher that can partner with schools to provide one-on-one tutoring during school or provide private tutoring after school with certified Wilson or Orton-Gillingham instructors. 

Final Thoughts

Choosing the right program is a huge step for families of students with dyslexia. But just as important is making sure the instruction is delivered consistently and as designed.

Wilson and Orton-Gillingham are powerful programs, but they only work as intended when taught regularly—at least two to three times per week by a certified instructor. With this schedule, your child won’t just improve their reading and spelling. They’ll gain the pride, confidence, and independence that every child deserves.

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