This dyslexia IEP goal bank is designed to support teams during the mid-year review, when progress can feel uneven and questions about next steps often come up. For many students with dyslexia, growth does not follow a straight line, and gains in decoding, accuracy, or stamina may emerge at different times.

Rather than signaling a need to start over, mid-year data offers an opportunity to refine goals, adjust instruction, and strengthen supports. The goal examples that follow are intended to help teams make thoughtful, data-informed updates that keep students moving forward through the second half of the school year.

 

How to Use This Dyslexia IEP Goal Bank at Mid-Year

This dyslexia IEP goal bank is meant to be a starting point. During a mid-year IEP review, teams can use the sample goals to compare current progress data, identify patterns, and determine whether a goal needs to be adjusted, simplified, or broken into smaller parts. If a student is making steady progress, the focus may be on increasing independence or reducing supports rather than changing the skill itself.

When tweaking goals, keep them specific, measurable, and connected to the student’s actual instruction. Use current progress monitoring data to set realistic accuracy levels, clarify the conditions under which the skill will be measured, and make sure the goal reflects the student’s strengths, needs, and learning profile. Personalized, data-driven SMART IEP goals are more meaningful than copying language verbatim, especially for students with dyslexia whose progress may develop at different rates across reading, writing, and fluency skills.

 

Foundational Reading IEP Goals for Dyslexia

Phonological Awareness and Phonics IEP Goals

Strong foundational reading skills are essential for students with dyslexia. At mid-year, teams often focus on phonological awareness and phonics to strengthen decoding accuracy and reduce reliance on guessing. The following dyslexia reading goals target core skills such as segmenting, blending, and applying taught phonics patterns in a structured, measurable way.

1. By the end of the school year, given orally presented words, the student will segment words into individual phonemes with 85% accuracy across three consecutive data collection sessions.

2. By the end of the current trimester, the student will blend orally presented phonemes to form single-syllable words with 80% accuracy during structured reading tasks.

3. By the end of the school year, given a list of words containing taught consonant blends and digraphs, the student will accurately decode the words with 85% accuracy across three consecutive probes.

4. By the end of the next 9 weeks, the student will apply taught short vowel and long vowel spelling patterns when decoding unfamiliar words, demonstrating correct pattern use in 4 out of 5 opportunities.

5. By the end of the semester, the student will decode closed and vowel-consonant-e syllable words with 80% accuracy during controlled text reading as measured by curriculum-based assessments.

6. By the end of the school year, when encountering an unfamiliar word, the student will use a taught decoding strategy rather than guessing in 80% of observed opportunities during oral reading.

7. By the end of the next trimester, the student will accurately read words containing taught prefixes and suffixes with 75% accuracy across three consecutive sessions.

8. By the end of the school year, the student will demonstrate improved phoneme manipulation skills by adding, deleting, or substituting sounds in words with 80% accuracy during structured phonological awareness tasks.

9. By the end of the semester, given decodable text aligned with taught phonics skills, the student will read with no more than five decoding errors per 100 words across three reading samples.

10. By the end of the school year, the student will independently verbalize or demonstrate the use of a decoding strategy when reading unfamiliar words in 4 out of 5 observed opportunities.
    

Decoding and Word Recognition IEP Goals

1. By the end of the school year, given a list of unfamiliar single-syllable words aligned with taught phonics patterns, the student will decode the words with 85% accuracy across three consecutive probes.

2. By the end of the current semester, the student will accurately decode multisyllabic words by applying syllable division strategies in 4 out of 5 opportunities during structured reading tasks.

3. By the end of the next 9 weeks, the student will identify and read the six common syllable types with 80% accuracy during targeted decoding activities.

4. By the end of the school year, given grade-appropriate text, the student will correctly decode multisyllabic words containing prefixes and suffixes with 75% accuracy across three data collection sessions.

5. By the end of the trimester, the student will demonstrate use of syllable chunking or marking strategies when reading unfamiliar multisyllabic words in 4 out of 5 observed opportunities.

6. By the end of the school year, the student will increase automatic recognition of high-frequency words from X to Y as measured by weekly word recognition checks.

7. By the end of the next semester, the student will read high-frequency irregular words within connected text with 90% accuracy across three consecutive reading samples.

8. By the end of the school year, when encountering unfamiliar words, the student will attempt decoding using taught strategies before seeking assistance in 80% of observed opportunities.

9. By the end of the next 9 weeks, the student will reduce word-level reading errors related to guessing by demonstrating accurate decoding in controlled text with no more than X errors per 100 words.

10. By the end of the school year, the student will decode grade-level words with increasing independence, requiring no more than one prompt per reading passage during structured reading activities.

Reading Fluency IEP Goals for Dyslexia

Reading fluency goals for students with dyslexia should be carefully sequenced. While rate is often emphasized in general education settings, accuracy and strategy use are more appropriate initial targets. At mid-year, teams may notice that students are decoding more accurately but reading slowly, or that fluency breaks down when text becomes unfamiliar. The goals below are designed to support meaningful fluency growth without sacrificing decoding skills.

Accuracy-Based Fluency IEP Goals

Accuracy-based fluency goals focus on reducing errors, encouraging self-correction, and reinforcing the use of decoding strategies during connected text reading. These goals help students build confidence and consistency before increasing speed.

1. By the end of the school year, given controlled or decodable text, the student will read aloud with no more than X decoding errors per 100 words across three consecutive reading samples.

2. By the end of the current semester, the student will self-correct decoding errors during oral reading in at least 60% of observed opportunities as measured by teacher observation and reading probes.

3. By the end of the next 9 weeks, the student will maintain use of taught decoding strategies when reading connected text, requiring no more than two prompts per passage across three data collection sessions.

4. By the end of the school year, the student will demonstrate improved reading accuracy by increasing correct word reading from X% to Y% during grade-appropriate passages.

5. By the end of the trimester, when encountering unfamiliar words during oral reading, the student will attempt decoding using taught strategies before guessing in 4 out of 5 observed opportunities.

Rate and Prosody IEP Goals (When Appropriate)

Rate and prosody goals should be introduced once accuracy is stable and decoding strategies are consistently used. These dyslexia fluency goals focus on gradual growth in words per minute, appropriate phrasing, and expressive reading, particularly in familiar or supported text.

1. By the end of the school year, the student will increase oral reading fluency from X to Y words per minute while maintaining at least 95% accuracy across three consecutive reading probes.

2. By the end of the current semester, the student will demonstrate appropriate phrasing and expression when reading familiar passages, as measured by a fluency rubric in 4 out of 5 trials.

3. By the end of the next trimester, the student will read familiar text with improved prosody, including appropriate pausing at punctuation, in 80% of observed opportunities.

4. By the end of the school year, the student will maintain accuracy and rate when reading unfamiliar text, demonstrating no more than a 10% decrease in words per minute compared to familiar passages.

5. By the end of the next 9 weeks, the student will demonstrate increased reading stamina by sustaining oral reading for X minutes while maintaining accuracy and appropriate pacing.

 

Reading Comprehension IEP Goals for Students With Dyslexia

For students with dyslexia, reading comprehension is often closely tied to decoding demands. When decoding requires significant effort, comprehension can appear weaker than it truly is. During a mid-year IEP review, it is important to distinguish between difficulty understanding language and difficulty accessing text. The goals below focus on building comprehension through supported reading while also leveraging listening comprehension as a strength.

Comprehension Using Decodable and Supported Text

These reading comprehension IEP goals target understanding when text is aligned with the student’s decoding skills. Using decodable or supported text allows teams to assess comprehension without decoding masking true understanding.

1. By the end of the school year, given decodable or instructional-level text, the student will answer literal comprehension questions with 80% accuracy across three consecutive sessions.

2. By the end of the current semester, the student will retell a short passage by identifying the beginning, middle, and end with minimal prompting in 4 out of 5 opportunities.

3. By the end of the next 9 weeks, the student will sequence three to five key events from a supported text using visual aids with 80% accuracy.

4. By the end of the trimester, given a graphic organizer, the student will identify the main idea and at least two supporting details from a supported text in 4 out of 5 trials.

5. By the end of the school year, the student will independently use a graphic organizer to demonstrate comprehension of a short passage, completing all required sections with 80% accuracy.

Listening Comprehension as a Strength

Listening comprehension often reflects a student’s true language understanding and can be used to support access to grade-level content. These dyslexia support goals help ensure comprehension growth continues even when decoding remains an area of need.

1. By the end of the school year, when grade-level text is read aloud, the student will answer comprehension questions with 85% accuracy across three consecutive data collection sessions.

2. By the end of the current semester, the student will participate in oral discussions about a read-aloud by answering and asking questions in 4 out of 5 observed opportunities.

3. By the end of the next trimester, the student will demonstrate understanding of grade-level content by providing an oral or visual response following a read-aloud in 80% of opportunities.

4. By the end of the school year, the student will use listening comprehension strategies to summarize key information from content-area texts with minimal prompting in 4 out of 5 trials.

5. By the end of the next 9 weeks, the student will demonstrate comprehension of instructional content presented orally by completing a related task or response with 80% accuracy.

 

Written Language and Spelling IEP Goals for Dyslexia

Written language can be especially challenging for students with dyslexia, as spelling, encoding, and idea generation often compete for attention at the same time. During a mid-year IEP review, teams may notice that students have strong ideas but struggle to express them clearly in writing due to spelling demands. The following goals are designed to strengthen spelling and written expression while reducing unnecessary barriers.

Spelling and Encoding IEP Goals

Spelling and encoding goals for students with dyslexia should focus on phonics-based patterns and strategy use rather than memorization of isolated word lists. These goals emphasize transferable skills that support both reading and writing development.

1. By the end of the school year, given dictated words containing taught phonics patterns, the student will spell the words with 80% accuracy across three consecutive data collection sessions.

2. By the end of the current semester, the student will apply taught spelling patterns when writing unfamiliar words, demonstrating correct pattern use in 4 out of 5 opportunities.

3. By the end of the next 9 weeks, the student will segment spoken words into phonemes and represent each sound accurately in writing with 75% accuracy during structured spelling tasks.

4. By the end of the trimester, the student will generalize learned spelling patterns to connected writing, reducing pattern-based spelling errors from X to Y as measured by writing samples.

5. By the end of the school year, when unsure of spelling, the student will independently use a taught spelling strategy rather than guessing in 4 out of 5 observed opportunities.

Written Expression With Appropriate Supports

Written expression goals should allow students with dyslexia to demonstrate their ideas and knowledge without spelling difficulties overshadowing content. Providing appropriate supports helps students build structure, confidence, and independence in writing.

1. By the end of the school year, given sentence frames or visual supports, the student will write complete sentences that include a subject and predicate in 4 out of 5 trials.

2. By the end of the current semester, the student will write a paragraph that includes a topic sentence and at least two supporting details using a graphic organizer in 4 out of 5 opportunities.

3. By the end of the next trimester, the student will reduce spelling errors that interfere with meaning in written work, as measured by teacher review of writing samples across three consecutive assignments.

4. By the end of the school year, the student will use assistive tools such as speech-to-text or spell-check to complete written assignments with minimal adult prompting in 4 out of 5 opportunities.

5. By the end of the next 9 weeks, the student will independently revise a written draft to improve clarity and organization using a checklist or rubric in 80% of observed opportunities.

 

Executive Function and Self-Advocacy Goals Related to Dyslexia

Executive function skills play a critical role in dyslexia progress. Even when students have strong instruction and appropriate accommodations, difficulties with planning, stamina, self-monitoring, or help-seeking can limit how effectively those supports are used. During a mid-year IEP review, teams often find that reading and writing progress improves most when executive function and self-advocacy goals are addressed alongside academic goals.

The following executive functioning IEP goals focus on building independence, increasing appropriate use of supports, and strengthening persistence with literacy tasks.

Help-Seeking and Self-Advocacy IEP Goals

1. By the end of the school year, the student will independently request clarification or decoding support when encountering challenging text in 4 out of 5 observed opportunities.

2. By the end of the current semester, the student will appropriately ask for repetition or read-aloud support during reading tasks rather than disengaging in 80% of observed opportunities.

3. By the end of the next 9 weeks, the student will identify at least one strategy or accommodation that supports reading or writing and verbalize its use during structured tasks in 4 out of 5 trials.

Use of Accommodations IEP Goals

1. By the end of the school year, the student will independently use assigned accommodations, such as text-to-speech or extended time, during classroom tasks with no more than one adult prompt per activity.

2. By the end of the current trimester, the student will demonstrate appropriate use of assistive tools to complete reading or writing assignments in 80% of observed opportunities.

3. By the end of the next semester, the student will select and apply an appropriate accommodation based on task demands, as measured by teacher observation across three consecutive data collection sessions.

Reading Stamina and Task Persistence IEP Goals

1. By the end of the school year, the student will sustain engagement in a structured reading task for X minutes while maintaining use of taught strategies across three consecutive sessions.

2. By the end of the next 9 weeks, the student will complete literacy tasks without avoidance behaviors for X minutes in 4 out of 5 opportunities.

3. By the end of the current semester, the student will use a self-monitoring tool or checklist to track task completion and effort during reading or writing activities in 80% of observed opportunities.

4. By the end of the school year, the student will demonstrate increased task persistence by returning to challenging reading or writing tasks after a break with minimal adult prompting in 4 out of 5 trials.

Executive function skills directly affect how students with dyslexia access instruction, use accommodations, and persist through challenging tasks. When teams address self-advocacy and executive functioning alongside literacy goals, students are better positioned to make steady progress through the second half of the school year and beyond.

Using Progress Monitoring to Adjust Dyslexia IEP Goals at Mid-Year

Progress monitoring is the foundation of meaningful mid-year IEP decisions for students with dyslexia. Rather than relying on grades or general impressions, teams should review consistent data points such as decoding probes, fluency measures, spelling samples, and comprehension checks to identify patterns. These patterns help determine whether a student is making steady progress, plateauing, or regressing, which should guide how goals are adjusted.

Goals may need to be simplified when data shows minimal growth despite consistent instruction, particularly if a goal combines too many skills at once. Decoding and fluency should be separated when accuracy is improving but speed is not, allowing teams to prioritize strategy use before rate. In many cases, progress stalls not because the goal is inappropriate, but because the level of support or instructional intensity needs to increase. Mid-year IEP goals should be changed when data shows the current goal is no longer achievable or meaningful with the existing supports, not simply because progress feels slower than expected.

 

Final Thoughts and Dyslexia IEP Resources

Supporting students with dyslexia through the second half of the year requires patience, consistency, and an understanding that slow, steady progress is still meaningful progress. A well-designed dyslexia IEP goal bank helps teams build on student strengths, refine instruction, and avoid quick fixes that do not align with how reading skills develop over time. In addition to the goals shared here, Lighthouse Therapy offers a growing collection of IEP guides and goal banks across reading, writing, executive function, and communication to support thoughtful, data-driven planning. If you are looking for reading intervention support, goal-writing tools, or clinician guidance to strengthen your IEP process, explore our full library of IEP resources or connect with Lighthouse Therapy to learn how we can support your team and the students you serve.