If she's dyslexic, some practice on alphabet sequencing - forward and backwards - can be helpful, as I know that some of my pupils haven't really realised that music notes are actually in an order and not random, particularly as they often start on C (or another note for their instrument) and not A. (And because it goes back to A after G, so to a child who is shaky on alphabet order, they may not have noticed the pattern). Many music teachers assume that is really obvious to a child and just never mention it explicitly, but I've worked on a bit of music reading with my dyslexic pupils, and some of them haven't known this.
And even if they do know it, they may still need practice simply knowing, for example, what letter comes after E, quickly (and without having to say the alphabet up to that point to find out!). 'What comes before C' or whatever can be even harder, as they're not used to doing it backwards.
The teacher might also need to point out that although the order of the notes on the staff is vertical, it still matches up (bottom to top) to the direction of letters in the alphabet that we usually write left to right. So making sure a child is clear that when the teacher is referring to a position on the staff, and then talking about 'the next line/space' or whatever phrasing is used, that the child is clear that the one above means the next letter of the alphabet, and the one below means the previous letter. Piano can be beneficial for explaining the whole concept on the scale and matching up to the staff, because all the notes can be seen at once and in order, unlike some instruments where there are different finger patterns for each note that don't have quite as obvious sequence to them. Showing the children how the keyboard turned sideways can match up to the staff is sometimes useful too.
Another problem that dyslexic children might have is perceiving the subtle differences between notes quickly enough, so really making it clear what they have to look at (which line or space, is there a tail on the top of the note, is there a dot), and giving them more time at first to process all of that instead of expecting it done as quickly as a non-dyslexic child. A few seem to find the coloured lenses helpful, or eye exercises to work on tracking and focus control.
Some children will just learn patterns on the page and how it matches up to their instrument, without necessarily knowing note-names, for quite some time.
Anyway, those are just a couple of the language and direction issues that can make it harder for dyslexic children, and for some of the ones I've taught, it's made a big difference just to have a few obvious things pointed out that everyone thought they knew already.