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Everybody learns differently. If you have dyslexia your brain tends to have a more developed right side which means you learn in a more holistic rather than linear (step-by-step) way. People with right-brain dominance learn intuitively, reaching answers without necessarily knowing how they got there. They have a strong spatial awareness and an ability to see patterns rather than to understand sequences.


The key to successful studying is to play to your strengths and to develop compensatory strategies to help you overcome difficulties. Here we share some tips.


Help your tutor to help you


Make a list of areas you find difficult and share these with your tutor. Together you can work out useful strategies to help you. For example, ‘When I read my notes back they don’t make sense to me’, or ‘I know what I want to say but I can’t write it down’.


Consider strategies




If reading is an area of difficulty then focus only on what is absolutely necessary. Your tutor can help you to identify the most important material. Allow plenty of time for reading in your study planning. Make use of technology where you can (see below).


You could consider visiting an optometrist who will be able to assess you for specific needs that might be affecting your reading. Scotopic sensitivity, for example, can cause print instability and visual discomfort.


Listening to text rather than reading it can be a useful strategy. You could read text into a recorded device. Even though it will take you time initially, it saves time later on. Some people find that the very act of reading aloud helps them to understand. Alternatively you could ask somebody else to record the material for you.




Spelling can be a big concern when you have dyslexia. You may forget a spelling each time you need to use it and have to spend time looking it up. Check with your tutor about what level of accuracy is required and discuss how they can help you.


Sometimes an incorrect spelling changes meaning. It’s a good idea to identify which spellings in your area of study are most important and focus your efforts on these.




You may have an excellent understanding of a topic but have difficulty organizing your knowledge into a written assignment. This might be because you lack confidence with spelling and grammar which interferes with your flow of ideas.  By breaking down the writing process into stages you can help to clarify your thinking.


  1. Read the question carefully to identify exactly what you are being asked to do.
  2. Gather all the information you need from notes etc.
  3. Plan an overview of the assignment as a mind map (or whatever works best for you).
  4. Plan paragraphs. Look at your plan and group ideas by topic, perhaps using a coloured highlighter.
  5. Draft the assignment. Take each paragraph at a time and jot down what you want to say under each. Use short, simple sentences.
  6. Review the draft. Read the question again and check you have answered it. Do your paragraphs lead            smoothly from one to the next?
  7. Write your final draft and then read it aloud, or ask somebody else to read it to you.
  8. Make any amendments.


Understand your memory


Break studying into manageable time slots of 20-40 minutes followed by a ten minute break. The amount of time you can concentrate will vary day-to-day depending upon how fresh and motivated you are feeling.


When we learn something new we are most likely to forget it again within the first 24 hours. That means it’s important to revisit what you have learnt within that time. You might revisit material just before you go to sleep or first thing in the morning. Decide what works best for you.


Every time you revisit material do it in a slightly different way. This will help to really embed it into your memory. For example, you might write or record questions for yourself about what you have learnt today and then answer those questions (verbally or in writing) in a slightly different order each time.


Manage your time


Time management is a challenge for most people but it can be even more of a problem if you are dyslexic. Be generous with the amount of time you allow yourself to give you time to develop new strategies. Discuss reasonable time allowances with your tutor.


Make yourself a timetable to plan exactly what you are going to study when. Plan in breaks and vary topics to sustain your interest and keep you motivated.


Be organized


Being organized can save you lots of time and stress. Here are our tips:


  • Organize your materials. Make sure you can find what you need, topic-by-topic, when you need it. Think about your computer files. What folders and subfolders do you need? Make sure everything is easy to find.
  • Set up your computer so that it’s ready to go. Make sure the brightness, font style, and text justification are all set up to your requirements. Add any control buttons you need to the toolbar so you don’t get distracted searching through menus.
  • Arrange a comfortable working space. Some people prefer a ‘organized chaos’ and others need their space to be tidy. Make sure the room is at the right temperature for you and that your study timetable is up and visible.


Make use of technology


Make the most of available technology. Computer programs like Excel and Word have many useful tools, but there are also other options. See ‘Our guide to assistive technology for dyslexics’.


Take notes effectively


The ability to take notes is essential for successful studying, but places demand on your working memory. The purpose of note taking is to be able to understand and recall key concepts.


Take the time to experiment with different ways of note taking to find what works best for you. There are flow charts, block diagrams, mind maps and more. Use different coloured pens to help you to differentiate between topics and subtopics in your notes.


Would you like support with your studies?


Our sister company, TutorMyKids, can match you with a specialist tutor who will work with you to develop effective study strategies.


To find out more email, hello@tutormykids.co.uk or telephone 01223 858 421.

The term ‘resilience’ is broadly understood to be the ability to bounce back from challenging life events. All children will encounter varying degrees of stress as they grow up. Whether it’s moving school, getting ill, coping with grief, dealing with divorce, encountering bullies and cyberbullies, arguing with friends or taking exams. Children with dyslexia may feel an extra level of anxiety and low self-esteem due to their learning difficulty.

No child can be protected from life’s challenges but they can be supported to build the resilience skills they need to thrive.


There are many factors that help children to develop resilience. High-quality relationships are very important. Children need to know they are valued, listened to and that they will receive help when they need it. They need to have had the experience and satisfaction of overcoming challenges, and to have personal strategies in place to give them the confidence that they will be able to cope in a particular situation like a tricky exam. Here we talk about the ways in which a one-to-one tutor can help your child to build resilience.


Appropriate challenges


Challenges inspire children to make an effort and to stretch their creative and thinking skills. When a tutor gives a child a challenge they make sure that the challenge is suitable for the child’s ability. They gauge this through observation and ongoing assessment. The best challenges are open-ended so children can take them in the direction they want to. This empowers them to make choices and to work at their own speed.




A one-to-one tutor can help a child to develop the confidence that they can solve problems themselves. Instead of jumping in to help as soon as a child is struggling, a tutor will give the child time to develop their ideas and support them to find the answers independently with prompts such as, ‘How can you…? ‘What would happen if…?’ ‘What could you try next?’ The more children know they can bounce back on their own the more they realise they are capable and strong.


Tutors know that learning to manage a small amount of stress is healthy for a child but they balance this with positive affirmation, optimism and with the aim of motivating the child to keep trying.


One-to-one time


Receiving unconditional support from a tutor can empower a child to seek help when they need it and to have the confidence to try to work through challenging situations. By spending individual time with a child every week over months or years a tutor has a unique role to play. They really get to know the child, showing empathy when they struggle and delighting in their achievements and, more importantly, the effort they have made to get there.


Modelling coping skills


A tutors can show a child how they manage challenges themselves and the strategies they employ. This might be by sharing a mnemonic, an exam technique, a method for planning essays, or ways to manage study time. It might be sharing stories about how they themselves have failed at something, discussing how they felt and what happened next.


Sharing experiences helps a child to understand that when they struggle they are not alone. They learn that adversity can be useful because it gives them the skills to manage the next time they meet a challenge.


Managing disappointment


A tutor can play an important role in building a child’s confidence after they’ve suffered a set-back. They understand that not making an exam grade is not the end of the world but feels like it for a child. The tutor will help the child to focus on the future by reframing the event and by teaching them techniques to strengthen their skills. The starting point is to ask the child themselves what steps they think they need to take to improve their grade next time.  The tutor will not make assumptions about the child’s difficulties but will listen and respond to what they say.


Can a one-to-one tutor help your child?


A private tutor can boost your child’s confidence and motivation levels, fostering a proactive ‘can-do’ attitude whatever their difficulties. They can help your child to develop the strategies they need to navigate the obstacles they will inevitably encounter as they go through life.


Contact our sister company, Tutor My Kids, to discuss how a tutor can help your child today. 01223 858 421, hello@tutormykids.co.uk



Multisensory learning integrates auditory, kinaesthetic, tactile and visual approaches simultaneously so that students can learn more effectively.  Multisensory learning is beneficial for everyone because it stimulates multiple brain pathways at the same time, but it is particularly important for dyslexic students as they often have problems absorbing and memorising new information. When teaching phonics, for example, a teacher might use auditory, kinaesthetic and visual techniques at the same time by asking a child to look in the mirror when they say a phoneme sound so they can make and observe the movement of their mouth.


Multisensory learning can be used to teach any subject at all, from reading to maths and science.


Auditory Learning


Dyslexic author, Ben Foss, is famous for distinguishing between ‘eye reading’ and ‘ear reading’. Literacy is not just about reading text on paper, it’s also about listening to audio books and text-to-speech applications.


Teaching techniques across all subjects include:


  • Varying the tone, volume and speed of voice when talking to a student.
  • Limiting distracting noises from elsewhere when a student is learning.
  • Making sure the student is sitting where they can hear clearly.
  • Learning in a small group or one-to-one.
  • Reading instructions to the student out loud.
  • Verbally describing pictures and diagrams to the student.
  • Using songs, poems and rhymes to learn new material eg. times table songs
  • Learning through verbal games eg. playing The Minister’s Cat to learn adjectives. 
  • Encouraging students to use voice recorders on smartphones to record and play information.
  • Using television and radio in lessons.
  • Encouraging students to talk through their learning and to give oral presentations.


Kinesthetic Learning


This is learning by doing. It involves both fine motor skills (using fingers and hands) and gross motor skills (using the large muscles of the arms, legs and torso). A common activity used with dyslexic students is ‘air writing’ where students say a letter and simultaneously write it in the air. Letters can also be written in sand or shaving foam.


In English students might:


  • Act out or mime stories.
  • Play grammar or spelling board games like scrabble.
  • Learn new grammar, spellings and forms of punctuation through games


And in maths and science:


  • Move objects or themselves around in order to understand numbers, calculations, shapes and space. For example, beanbag addition and learning fractions by cutting cake
  • Work with mathematical tools such as abacuses, protractors and unifix.
  • Clap, tap or snap fingers to explore how numbers are related.
  • Play mathematical or scientific board games like Magic Maths and Bug Bingo.
  • Combine sports activities with maths by adding points, dividing teams, measuring out race tracks, comparing race times etc.
  • Use dance and music to learn new maths and science concepts. 
  • Do some gardening. Gardening is a great hands-on way to learn about biology, English and maths. As well as learning about plants and insects children can read and write labels and instructions, mix the correct amount of fertilizer to water, estimate the number of seeds in a packet before counting them, and measure and compare plant growth.
  • Maths and science concepts can be learnt through design and technology – the physical act of planning, measuring and building something.
  • Make puppets and perform puppet shows.


Tactile Learning


Tactile learning means learning through touch and it overlaps with kinesthetic learning. Tactile learning resources are things like coins, dominoes, dressing up clothes and props, magnetic letters, puzzles, rubiks cubes, clay, paint, playdough, sand, water etc.


Tactile techniques include learning through:


  • Building and making.
  • Physical activities.
  • Arts activities.
  • Drama and role play.
  • Tracing (eg. tracing words with fingers to spell them).
  • Using a computer (for example, playing maths, English or science games).


Examples of tactile learning are:


  • Acting out a scene from a Shakespeare play.
  • Building a tower of numbers to practise number ordering.
  • Understanding a chemical law by performing an experiment
  • Using squashy boxes to learn about number and calculations. 


Visual Learning


Visual learning is learning by seeing information. Visual learning techniques include:


  • Encouraging a student to draw a map or diagram to help them to better understand something eg. a mathematical or scientific concept or a complicated story plotline.
  • Creating timelines.
  • Creating mindmaps to collect and organise thoughts.
  • Using film as part of lessons.
  • Colour coding text to make key concepts easier to distinguish.
  • Teaching with flashcards.
  • Using models to explain things.
  • Teaching through demonstration.
  • Making photo essays (sequence photos and write matching captions to tell a story).
  • Making and using flowcharts. These are a type of diagram that explains the flow of an idea or process through a series of boxes connected with arrows.


Multisensory tuition


Our sister company, TutorMyKids, can match your child with a specialist dyslexic tutor who understands the importance of multisensory learning.


All our tutors understand that children with dyslexia can have difficulty absorbing abstract information, especially when it involves memorizing a sequence. Multisensory teaching breaks down these learning barriers and – just as importantly –  it’s fun!


Get in touch to find out how we can help your child today.

Tuesday 3rd December is the United Nation’s International Day of Disabled Persons.  The aim is to promote the wellbeing and rights of people with disabilities across society.  Although dyslexia doesn’t affect intelligence, under the law it is defined as a disability. The Equality Act 2010 defines a disability as ‘a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities’.  Dyslexia is a lifelong condition that has a significant impact on a person’s daily life.


Here we talk about the legal rights of children with dyslexia and what provision you can expect from your child’s school. 


Identifying special educational needs and disabilities (SEND)


The SEND Code of Practice: 0-25 Years is the government’s statutory guidance for all organisations working children and young people with SEND.  This guidance is based upon the Equalities Act 2010, the Children and Families Act 2014 and the Special Educational Needs and Disability Regulations 2014.  Under section 6.2 of the SEND Code schools are ‘required to identify and address the SEN of the pupils that they support’.  In doing so they must:


  • Publish how they identify and assess SEND so this is clear to you.
  • Identify and do everything possible to meet your child’s needs.
  • Ensure that your child is included in activities with other children in the class.
  • Inform you when they plan to make special educational provision for your child.
  • Actively involve you and your child in any decisions they make regarding them.
  • Regularly review whether the provision they are making for your child is working and how they will make any improvements.
  • Make sure you know what steps they take to ensure children with SEND aren’t discriminated against and have the same chances to succeed as everybody else.


Identifying dyslexia from the earliest possible point (around the age of 5 or 6) is important so that provision can be put in place for the child straightaway to improve their long-term outcomes.  The British Dyslexia Association (BDA) told BBC News that schools are ‘failing to diagnose at least 80% of dyslexic pupils’ and they blamed cuts in funding for this failing.  The BDA identified that undiagnosed children have ‘significantly poorer results and far higher incidents of disruptive behaviour’. 


Is my child being discriminated against?


The Equality Act 2010 defines disability discrimination as:


  • Penalising a child by failing to accommodate their needs. For example, by not allowing a guide dog in school or by penalising the child for having time off for medical appointments.
  • Direct discrimination. When a child receives worse treatment than other children because of their disability.
  • Indirect discrimination. When a school has a policy or particular method of working that has a negative impact on a disabled child, unless the school can provide a water-tight justification for this.
  • Failure to make ‘reasonable adjustments’ to accommodate disabled children. See below for more about reasonable adjustments.
  • When a child is treated in such a way that they feel distressed, intimidated, humiliated, degraded or offended.
  • When a child is poorly treated because their parents have made a complaint against the institution. 


Unlawful discrimination covers all school activities including:


  • After school clubs such as homework clubs and sports and leisure activities.
  • School trips.
  • Access to school facilities like IT facilities, for example.


What are ‘reasonable adjustments’?


Under the Equality Act 2010, schools must make ‘reasonable adjustments’ to ensure that the disabled child is not discriminated against.  Reasonable adjustments could include reviewing policies, raising staff awareness, arranging training for staff so that they can meet the child’s particular needs, providing resources to support the child, changing the arrangement of the room, or making adjustments to routines.  Examples of reasonable adjustments for a dyslexic child are:


  • Allowing the child extra thinking time before answering a question.
  • Breaking down information or instructions into smaller chunks.
  • Providing coloured overlays.
  • Giving handouts in lessons so the child doesn’t have to take notes or copy from a board.
  • Providing handouts printed on coloured paper.
  • Using a dyslexic-friendly font (and font size) in printed materials.
  • Changing the colour of a computer screen.
  • Providing assistive technologies.
  • Teaching in multi-sensory ways.
  • Providing exam access arrangements.


I think my child is being discriminated against – what can I do?


First arrange a meeting with the headteacher, special educational needs co-ordinator (SENCO) and class teacher to discuss your concerns.  If no satisfactory action is taken then you can escalate your complaint by:


  1. Talking to the school’s governing body or academy trust.
  2. Following the school complaints procedure – all schools have a written procedure.
  3. Contacting your Local Education Authority (LEA) or Education Funding Agency (EFA).
  4. Claiming unlawful discrimination through the Special Educational Needs and Disability First Tier Tribunal. The Citizens Advice Bureau are a source of free, impartial guidance and support. 


How we can help your child


Our sister company, Tutor My Kids, can put you in touch with a specialist dyslexic tutor who will tailor their teaching style and set the pace of learning to suit your child. 


Our tutors believe in setting high expectations for children and addressing barriers to learning at the outset so that they feel happier and more confident to achieve in school too.  Please get in touch to discuss your child’s needs.



SATs can be difficult for children with dyslexia.  Trying to spell words dictated at speed, working under timed conditions and having to complete tasks that rely on memory are a challenge for them.  We know that dyslexia does not reflect a child’s intelligence.  SATs do not measure creativity, problem solving ability or entrepreneurial thinking – areas in which dyslexic children often excel. 


Under the Equality Act 2010 schools have a duty to make ‘reasonable adjustments’ for children with learning difficulties which includes dyslexia.  Schools must also put in place Exam Access Arrangements.  These arrangements should minimise the impact of the child’s disability on the exam results without placing them at an unfair advantage over others or affecting the integrity of the exam.


It’s important to be aware that schools must be able to justify the arrangements they make for your child to the government’s Standards & Testing Agency.  You will need to work in partnership with your child’s teacher, the SENCO and the headteacher to ensure that your child receives support that is both fair and reasonable.


1. Scribe or reader


A person can write down your child’s SATs answers for them or read questions to them as long as it doesn’t undermine the test itself.  During the English reading and English grammar, punctuation and spelling test ‘No help may be given with reading or understanding the questions or passages of text on which questions are based’, Key Stage 2 Tests: 2019 access arrangements guidance, Standards & Testing Agencyp. 24.


Before considering using a scribe or reader schools are required to consider other resources:

‘Before deciding to use a scribe schools should consider whether the pupil should use a word processor, or making a transcript of the pupil’s writing after the test,' Key Stage 2 Tests: 2019 access arrangements guidance, Standards & Testing Agencyp. 17.


2. Technology


Your child can use a scanning pen to help them to read and comprehend text in the SATs.  Using a scanning pen levels the playing field and will raise your child’s confidence so that they will want to try hard to do the very best they can.  They could also use a word processor or voice activated software to record their answers.

However, schools have to make sure your child doesn’t receive an unfair advantage through the use of technology.


‘Word processors or other technical or electronic aids may be used to record pupil’s answers in the English reading test.  They must not be used to provide reading support, other than to read the general instructions on page 3 of the reading booklet.  Inappropriate use of equipment may lead to a maladministration investigation…’ Key Stage 2 Tests: 2019 access arrangements guidance, Standards & Testing Agencyp. 22.


See Our guide to assistive technology for dyslexics


3. Extra time


Your child is entitled to up to 25% extra time in all exams including SATs, but it’s up to your child’s school to decide how much time should be accorded based upon your child’s particular needs.


‘If a school allows a pupil additional time inappropriately this could lead to maladministration investigation and could lead to the pupil’s result being amended or annulled,' Key Stage 2 Tests: 2019 access arrangements guidance, Standards & Testing Agencyp. 10.


4. Rest breaks


During the test your child may feel tired or have difficulty concentrating.  Schools can give your child rest breaks between sections by stopping the clock, but the test must be completed in the same day.  When resting the child must have no opportunity to talk to other children, and adults must not discuss the test.


5. Separate room


Your child can complete their SATs in a separate room from the other children if it helps them to relax and focus.  If your child needs a scribe or to be able to read their answers aloud to themselves then this is also justification for sitting tests in a separate room.


6. Behaviour and self-esteem


If your child is displaying challenging behaviour at the moment consider that it might be due to SATs anxiety.  Talk to your child to find out if that is the case.  Build your child’s self-esteem by encouraging them to focus upon their strengths and achievements.  What are they good at?  Why are those skills prized? Explain that SATs only measure literacy and numeracy skills – that is all.  Show your child videos of famous dyslexics talking about their struggles and subsequent successes. 


If your child is feeling anxious introduce them to stress management techniques so that they can help themselves. Learning to cope with stress and overcome obstacles is what makes dyslexic children resilient individuals.


Talk to your child’s teacher and to the school SENCO so they know your concerns and do all they can to support your child.


Does your child need more help?


Our sister company, TutorMyKids, can find your child a specialist dyslexic tutor who will support them in the run up to their SATs.  An experienced tutor will nurture your child’s confidence, helping them to develop a range of strategies that will help them to excel both now and throughout their school life.  

Dyslexia Awareness Week – which runs from 7th-13th October –  raises awareness about the issues dyslexics face on a daily basis so that families, friends and teachers can support them.  It’s also about highlighting the fact that dyslexia is not connected with intelligence.  It’s a neurological disorder affecting the parts of the brain which process language.  Children with dyslexia have difficulties reading, writing and spelling.  As part of dyslexia awareness we are going to focus on the signs of dyslexia and the action you can take if you think your child is dyslexic.




Although dyslexia is not diagnosed until a child learns to read, the signs can be spotted around the age of two.  Dyslexia can be passed down in families, so if you have a family history you need to be particularly alert.  It’s important to know that the signs detailed here do not necessarily mean a child is dyslexic.  It’s just a question of flagging up a possible problem which might be confirmed later. 


Possible signs are:


  • Speech that isn’t as advanced as most other children the same age.


  • Problems pronouncing familiar words.


  • Lack of interest in learning the letters of the alphabet or obvious difficulty.


  • Being unable to recognise rhyming patterns.


  • Difficulties expressing themselves such as putting words together in the wrong order to form a sentence, or not remembering the right word to use.


Here’s what you can do to help:


  • When addressing your child get their attention first by looking at them and saying their name. Wait for them to look at you before you speak.


  • When giving verbal instructions, keep them simple and check your child has understood you.


  • Ask your child fewer questions and emphasise the most important words in the sentence.


  • Give your child time to think before they respond to your questions.


  • When your child makes language errors model language by repeating what they have said back to them in the correct way.


  • Play multi-sensory word building games. Write letters in sand, cut them out of playdough, put letters on pebbles and Duplo blocks.  What are the letter names?  What sounds do they make?  Can you put three letters together to make a word? 


  • Sharpen your child’s visual processing skills in order to help them read and spell later on. Do puzzles and share books that require the child to search for hidden details in the illustrations such as Spot the Shark in the Ocean by Stella Maidment.


  • Dyslexic children have problems with their working memory, so play memory games like matching pairs. Do activities that involve following instructions such as cooking or crafting.


  • Play sorting and categorising games as dyslexics have difficulty in this area. Match socks, create repeating patterns with strings of beads, put toy cars in order by colour etc. 


School years


Dyslexia can be diagnosed around the age of 5 or 6, when a child learns to read.  The earlier you spot dyslexia the better.  That way strategies can be put in place to support your child which is vital for their self-esteem and all-round achievement. 


Signs to look for are:


  • Difficulty learning the sounds and names of the letters of the alphabet.


  • Slow, error-filled reading because they can’t break words into component sounds or syllables.


  • Complaining that words are blurred or moving on the page


  • Cannot think of words that rhyme with other words.


  • Spelling that is poor for their age.


  • Reversing letters and figures that look familiar eg. ‘9’ instead of ‘6’ or ‘b’ instead of ‘d’.


  • Writing letters in the wrong order when spelling words.


  • Writing very slowly.


  • Poor handwriting.


  • Struggling to follow instructions.


  • Problems learning sequences such as the letters of the alphabet, days of the week or months of the year.


We have a questionnaire that you can complete right now to find out whether your child is dyslexic. 


I think my child is dyslexic – what now?


Involve professionals.  Start by talking to your child’s teacher as they can arrange for extra reading and writing support for your child.  At the same time talk to your doctor.  Your doctor will check that your child does not have any health conditions such as hearing or vision problems that are preventing them from being able to read and write properly. 


If your child continues to struggle, the SENCO (special educational needs coordinator) at your child’s school will support your child’s teacher to put strategies in place.  At this point, they and/or you may decide to refer your child for assessment by a local authority dyslexic specialist or educational psychologist.  The specialist will carry out a formal dyslexia diagnosis and, if needed, provide continuous assistance to your child’s teacher so that interventions are tailored to your child’s specific needs.  They will also work with you on strategies to help at home.


In Cambridgeshire it takes between 6 and 12 months for an educational psychologist to visit. Count Out Dyslexia speeds up the process by providing a fast screening service which tests your child for dyslexia and other conditions with similar symptoms at the same time.  Your assessor will discuss the results with you so that the right support is quickly put in place.


Extra reading and writing support


If you need reading and writing support for your child our sister company, TutorMyKids, can help you. 


There’s no question that tailored, one-to-one tuition from a specialist dyslexic tutor will boost your child’s self-confidence, bolstering their attainment across all subjects.




British Dyslexia Association - https://www.bdadyslexia.org.uk/


NHS: Dyslexia - https://www.nhs.uk/conditions/dyslexia/symptoms/

Are you wondering which technology can best help your child?  The range of choices can be confusing.  Should you choose a reader pen?  What about text-to-speech software?  Here is our guide to help you.


When you consider a piece of technology, ask yourself:


  • Does it suit my budget? The latest technology is the most expensive. Can you purchase something similar second-hand?


  • Does it meet my child’s particular needs? Every child has different strengths and areas of struggle.  Refer to your child’s individual assessment.


  • Is it practical? Anything heavy, unwieldy or tricky to use just isn’t right for a child.  Make sure the technology is intuitive without difficult instructions to follow.  It needs to make your child’s day-to-day life more comfortable.


Reading help


Computer screen adjustments


Many dyslexics find it difficult to read text on a glaring, white computer screen.  You can make different adjustments to help your child:


  • change the colours of both the text and the background


  • alter the font size or use ‘zoom’ to increase letter size


  • choose a font that’s easiest for your child to read.


For help in making adjustments see, My Computer My Way.


Text-to-speech software frees your child from reading, enabling them to focus on the meaning of the text.  When choosing text-to-speech software:


  • pick a program with a human voice - research has found that a real-sounding voice helps reading comprehension


  • ensure the computer highlights the words as it reads them aloud as this helps focus and comprehension.


If you already have a tablet or an e-reader, check whether your device has text-to-speech software and whether it’s appropriate for your child.  See Best text to speech software 2019.


Reader pens


Your child can use a reader pen to scan a word or a sentence, and the pen reads the text to them.  Using a reader pen enables your child to be independent in English, history, maths and science – any subject!  It means that your child’s dyslexia will not result in them falling behind in any subject. 


The best thing about a reading pen is that it can be dropped into a small bag and taken anywhere.  Reader pens come with earphones so they can be used without disturbing others.  The pen can be used on almost any printed font which is a big advantage over text-to-speech computer software.  The C-Pen Reader is a popular choice.


Tinted glasses


There is continued controversy about whether or not tinted glasses help dyslexics to read.  Current research-based evidence argues that dyslexia isn’t a visual disorder but a learning disorder. 


However, Visual Stress (or ‘Meares-Irlen syndrome’) has been found to be more common in dyslexics. 

To find out whether your child suffers from Visual Stress book an appointment with your optician who can then recommend the best treatment.


For more about Visual Stress see Kite Opticians’ website.


Writing help


Speech recognition software


Speech recognition systems require children to speak very clearly.  Avoid frustration by making sure you have tested the software yourself before you give it to your child.  Research has shown that children with dyslexia who use speech recognition software make richer word choices, write more creatively than they would have done, and complete their work more often. Remember: success breeds success!


The Dyslexia Association recommend Dragon NaturallySpeaking – a speech recognition software suitable for dyslexics who are able verbal communicators or who have physical difficulties using a computer keyboard.  If you have an Apple mobile device the association recommend Siri which is a built-in virtual assistant with speech-to-text function. 


Virtual assistants


Children can use virtual assistants to ask, ‘How do you spell…?’  Examples of programs include Siri, Cortana, Google Assistant and Amazon's Alexa.


Of course, word-processing and predictive text programs correct spelling and grammar (although they are not infallible!). 




As well as problems with reading and writing dyslexics can struggle with short-term memory, concentration and information processing.  Mind-mapping software helps them to organize their thoughts organically.  It can help them to plan and organize projects, revision notes, ideas – everything and anything. 


The British Dyslexia Association website guides you through the mind-mapping technology available.


There is so much amazing assistive technology out there.  We hope we’ve provided a starting point to help you make the best choices, so your child can become a confident, motivated learner!

Richard Branson, the most well-known entrepreneur in Britain, has dyslexia.


Founder of the multinational Virgin Group, Richard is not just famous for his business mind but also for his adventurous spirit. In 1987 he crossed the Atlantic Ocean in a hot air balloon (you can see that very balloon in Duxford Imperial War Museum). Today, with an empire worth about £5 billion, he focuses on space-tourism, providing suborbital space flights aboard a Virgin Galactic spaceship.


His achievements are phenomenal, but they are unlikely to have been foreseen by his teachers at school:


“I was dyslexic. I had no understanding of schoolwork whatsoever. I certainly would have failed IQ tests. And it was one of the reasons I left school when I was 15 years old…Do not be embarrassed by your failures; learn from them and start again. You don’t learn to walk by following rules. You learn by doing, and by falling over.” Richard Branson

What is dyslexia?

Dyslexia is a learning difficulty which show as difficulty in three main areas:

  • Phonic Difficulties
  • Processing Speed
  • Memory/Working memory


The presence of all three is needed before a child would be thought to be dyslexic.


What dyslexia tests are available and which is best

There are various red flags that can point towards dyslexia or dyslexic tendencies. Take a look at our recent blog for more information: What is dyslexia.


Which tests are available?


Is there ever a reason not to test for dyslexia?

Dyslexia is a cluster of symptoms which can cause students to find reading, writing, processing information quickly and remembering things tricky. Take a look at Is my child dyslexic for more details.







  • We Cannot thank Count Out Dyslexia enough. We can now get the right support that our son needs to thrive with his learning.