Parent Hints and Tips


We always recommend consulting with teaching staff, especially the SENCO (Special Educational Needs Coordinator). 

The SENCO will be able to advise you on appropriate home-based help that you can incorporate into a routine, so homework tasks can be made easier. This will vary according to your child's educational needs. We also recommend obtaining a copy of the British Dyslexia Association resource pack Achieving Dyslexia Friendly Schools. This pack provides invaluable information for parents and teachers. 

Your job is not to teach

Your child may be finding school a difficult experience, and you will need to make sure that homework sessions do not become equally stressful. Your role is simply to go over material taught in class and help reinforce your child's understanding. 

It is important to follow the SENCO’s advice and not confuse your child by providing content that conflicts with what they are learning in school. Try to make sure that homework can be conducted in a quiet place without distractions and if possible make it enjoyable. Try being creative to maintain interest and motivation.


Age 5 to 11 

Be generous with praise. Children need to be assured that they can succeed.

It is vital that you read to your child and encourage your child to read in order to familiarise them with the sound and rhythm of words. If possible obtain audio books so your child can use sight and sound together to develop word recognition. 

Avoid stress by using the Five Finger Word Test. Ask your child to start reading from a page and count on their fingers every time they fail a word. If they count five words on their fingers on that page, the level may be too difficult. 

Age 11 to 16

As your child progresses through the school system, their dyslexia may cause problems right up to university. Further help is available at university. However, the learning needs of your child as addressed by the SENCO, consolidated with an Individual Learning Plan (ILP) or EHC Plan should have been passed from school to school as part of a continuing process to address their dyslexia. 

By now it is likely that your child and the teachers will have increased awareness of strengths and weaknesses. 

With exams and coursework on the horizon, you may wish to provide more organisational assistance. 

Dyslexics sometimes struggle with processing complex instructions involving dates and times, or scheduling and prioritising. You could consider using wall charts, school activity diaries, post-It notes, or other strategies to break down the increasing flow of information into digestible portions. 


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