When it comes to accommodating middle and high school students with dyslexia, educators don’t need to reinvent the wheel. There are more struggling readers in the United States than fluent readers who have the skills to not only decode text, but to understand and draw deeper meaning from what they’re reading. Students without the foundational skills to read are enduring a range of challenging classroom experiences. They need appropriate assessments so that educators can provide them with effective instruction. Once middle school or high school students have been identified as dyslexic, educators can accommodate them in three different ways.