What is dyslexia?
Dyslexia is a specific learning difficulty that affects the way the brain processes written and spoken language. It has no link to intelligence or capability. Children with dyslexia often have strong problem-solving skills, creativity, and resilience, they simply learn differently. Dyslexia can also impact on other areas such as organisational skills.
Watch the animated video which was created by the British Dyslexia Association to support dyslexic people and to encourage people to 'See dyslexia differently'. The animation was created by Studio Tinto.
Hear from some of the world's most successful dyslexics including Orlando Bloom, Keira Knightley, Chris Robshaw, and Maggie Aderin-Pocock about dyslexic strengths and thinking skills so you can really understand what dyslexia is and why we should celebrate it.
Supporting your child at home
You are the expert of your child and are probably already putting in place strategies to support, sometimes without realising it. Supporting a child with dyslexia at home involves creating an environment that nurtures confidence, promotes learning through multiple pathways, and encourages resilience. Here are some key strategies that may help children with dyslexia.
Establish a daily reading routine
Even if you child struggles with reading independently, exposure to fluent, expressive reading is essential.
- Read aloud to your child regularly, using books that align with their interests.
- Engage in shared reading. Take turns to read lines or pages with your child to model fluency while encouraging participation.
- Incorporate audiobooks to build listening comprehension and vocabulary without the stress of decoding.
Incorporate multisensory learning techniques
Dyslexia is best addressed through multisensory instruction – learning that involves visual, auditory, and kinesthetics-tactile pathways.
- Use hands-on tools like magnetic letters, textured writing surfaces, or sand for tracing letters.
- Combine speaking, listening, writing and movement when introducing new words or concepts.
- Encourage your child to say words aloud while writing them, reinforcing memory through multiple senses.
Foster a growth mindset
Children with dyslexia may become discouraged by frequent academic challenges. Building a growth mindset helps them view difficulties as opportunities grow.
- Praise effort and persistence rather than perfection
- Share stories of successful individuals with dyslexia to help normalize their experience and inspire confidence.
- Reframe mistakes as learning opportunities.
Utilise assistive technology
Technology can bridge the gap between a child’s ideas and their ability to express them.
- Text-to-speech tools help with reading comprehension.
- Speech-to-text tools allow them to write using their voice, reducing frustration with spelling.
Simplify and structure instructions
Children with dyslexia often struggle with processing complex verbal directions.
- Break tasks down into smaller, manageable steps.
- Provide visual aids or checklists where possible.
- Repeat instructions calmly and offer clarification when needed.
Integrate learning into play and routine
Play-based learning can reinforce literacy skills in a low-pressure context.
- Use word-based games like Scrabble Junior, Boggle, or rhyming games.
- Incorporate reading and language games during everyday activities (e.g. cooking, car rides).
- Encourage storytelling, role-playing, and verbal games to strengthen verbal fluency.
Homework
Tackle homework in a supportive way by considering:
- Setting a clear time limit (e.g. 20 to 30 minutes)
- Requesting reduced homework loads or alternative formats
- Prioritising effort and engagement over perfect results
Communicate with your child’s teacher or SENCO if homework is consistently causing distress.
Executive functioning and dyslexia
Many children with dyslexia also experience challenges with executive functioning. This includes:
- Working memory: Difficulty holding and using information briefly, which can affect reading and following instructions.
- Mental flexibility: Trouble shifting focus or adapting to new tasks or rules.
- Self-control: Struggles with managing impulses and staying on task.
These challenges may show up as difficulty organising materials, remembering homework, or managing time. They might lose items like planners or PE kits. Support strategies include:
- using visual checklists,
- breaking tasks into smaller steps, and
- providing structured routines.
Working collaboratively with the school
Engage with the SENCO early
If you suspect your child may have dyslexia, or if they are already diagnosed, arrange a meeting with the school’s Special Educational Needs Coordinator (SENCO). You can ask about:
- Individual support plans (IEPs or SEN support)
- Access arrangements for exams (e.g. extra time, a reader or scribe)
- Specialist interventions or small-group sessions
Keep the tone collaborative but clear. Your child’s needs should be met with respect and professionalism.
Keep detailed notes of all interactions with the school, including emails and phone calls, meeting minutes, reports and assessments, any support offered or agreed upon.
Strategies schools can implement
Schools can adopt various strategies to help children with any type of special educational need and this is not reliant on either a diagnosis or an Education, Health and Care plan (EHC plan, often referred to as an EHCP). The SEND code of practice provides statutory duties and guidance for school to follow.
Schools in Bromley have access to a SEN tool kit and support from the Inclusion Support Advisory team (ISAT) and the SEND Advisory Team (SENDAT). There are some examples of what schools may put in place as reasonable adjustments and where a diagnosis is not needed.
Examples of common classroom resources that can support some dyslexic students in lessons:
- Pocket notebooks, personal checklists, visual timetables, etc.
- Coloured overlays, paper, reading trackers/rulers, etc.
- Post-it notes, blank cards, flash cards, etc.
- Highlighters, coloured pens, etc.
- Laminated/tagged prompt cards
- Personal or online dictionaries
- Electronic spell-checkers
- Mini-whiteboards
- Line trackers
- Pen and pencil grips, ergonomic pens, etc.
Assistive technology in the classroom
Assistive technology, if available, can make a big difference to the learning experience of some dyslexic students. This includes devices which can help students to record their work more efficiently and accurately. For example:
- Laptops for word processing
- Text reading software
- Speech-to-text and voice recognition software
- Mind-mapping software
- Talking word processors
- Reading pens
For some dyslexic students, for various reasons, assistive technology will not be required.
Interventions to support dyslexic students
What is an intervention?
Within the SEND Graduated Approach, an intervention is a targeted and time-limited form of support that goes beyond class-based high-quality teaching (QFT) and reasonable adjustments. This means it supplements dyslexia-supportive classroom strategies, personalised class-based differentiation, and the provision of ordinarily available equipment, resources and assessment modifications in regular lessons.
- In-class interventions: Sometimes, interventions can occur within regular lessons. This approach minimises withdrawal time and maximises opportunities for the students to transfer and link their knowledge and skills.
- Out-of-class interventions: Some interventions need to take place outside of regular lessons. These can be scheduled during school hours or as part of the extended school day, such as early mornings and afternoons.
Types of common intervention for dyslexic students
Interventions for dyslexic students often focus on developing skills in one or more of the following areas:
- Spelling
- Reading
- Writing
- Handwriting / Touch-Typing
- Fine motor skills
- Memory
- Maths
- Study skills
Interventions like these are considered only when a pupil is not making satisfactory progress from their starting points or is at risk of not reaching their academic potential, despite receiving high-quality differentiated instruction within the framework of the Graduated Approach.