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To support a dyslexic child, make room for both the things they enjoy and the help they need. A difficult piece of written work should not become the whole story you tell about their abilities.
Here you will find five credited tips from Kate Griggs, the original awareness film and practical questions to bring to school. You will learn how to notice strengths, make praise specific and keep your child involved. The fifth tip turns concern into a clear request for support.
The original expert tips and awareness film
The original MyBaba feature shares advice from Kate Griggs, founder of Made By Dyslexia, for Dyslexia Awareness Month. Her five themes are noticing strengths, building self-esteem, offering positive praise, empowering children and seeking help when concerned. The charity calls its strengths-focused approach Dyslexic Thinking.
Watch What is dyslexia? by Made By Dyslexia. This is the same film linked in the original feature, now embedded directly. The guide below adds our own planning prompts; it does not reproduce the film or promise a particular outcome for every child. Explore the charity’s free education training for further resources.
1. Notice strengths without overlooking difficulties
Griggs encourages parents to look beyond a child’s written work and notice what they enjoy and do well. Try asking your child which part of an activity feels interesting, which part feels difficult and how they would like to show you their idea.
Keep a few concrete examples for a school conversation. You might bring a question they asked, an explanation they gave aloud or something they enjoyed making. Let the examples describe your child rather than assuming that every dyslexic learner has the same talents.
Noticing a strength does not remove the need for reading or writing support. Bring both sides of the picture to the discussion so enthusiasm and difficulty can be considered together.
2. Make confidence part of the conversation
The original feature emphasizes self-esteem. Ask how your child feels about particular tasks and listen before proposing a solution. A child may want a break, a clearer explanation or help talking to their teacher.
The NHS explains that dyslexia mainly affects reading, writing and spelling and does not affect intelligence. Use that distinction to avoid equating a struggle with a lack of ability.
When preparing for a meeting, write down your child’s own question alongside yours. If they do not want to speak in the meeting, ask whether you may share their words for them. Keep the conversation about their experience rather than comparisons with classmates.
3. Offer specific praise
Griggs’s third theme is recognizing small successes. Instead of a broad label, describe something you noticed: returning to a task, asking for clarification or explaining an idea. Make the praise about a real moment rather than a result you hoped to see.
Ask what your child feels pleased about, too. Their answer may be different from yours. A calm conversation can recognize effort without asking them to perform confidence or gratitude.
A pleasant shared story can also be separate from schoolwork. Let an adult read if the child prefers, and leave room to talk about the characters without turning every page into a test.
4. Keep your child involved in support
The feature encourages children to explore interests and understand how they think. In practice, ask which activities they want to continue and what would make an assigned task easier to approach. Write down suggestions without assuming you already know the answer.
Bring those observations to the teacher or learning-support staff. Ask what is being tried, what its purpose is and how you will know whether it is helping. A simple follow-up date can make the conversation more useful than collecting a long list of ideas.
Avoid promising that one strategy will work for everyone. Keep adjustments connected to your child’s needs and the school’s assessment of their learning.
5. Ask for help with a clear next step
Griggs’s final tip is to keep seeking assessment and support when concerns persist. The NHS suggests speaking with the school’s special educational needs coordinator, or SENCO, in the UK. It distinguishes initial school screening from a fuller assessment, usually conducted by an educational psychologist or specialist teacher. Elsewhere, ask the school which local assessment and support route applies.
Prepare three questions: what difficulties are being observed, what support is available now and when will it be reviewed? Keep copies of the answers so a later conversation can start with what has already been agreed.
Ask who your contact person will be. That small detail helps turn a general concern into an action you can follow up, without needing to diagnose your child yourself.
Questions about supporting a dyslexic child
Can strengths replace educational support?
No. This guide brings strengths and support into the same conversation. Enjoyment and encouragement are not substitutes for assessment or suitable teaching.
Does a book purchase diagnose or treat dyslexia?
No. The optional book below is for shared reading enjoyment. It is not an assessment tool, intervention program or guarantee of improved reading skills.
Where can I find the original five tips?
Read the MyBaba feature linked above for Kate Griggs’s full advice and awareness-campaign context.
The Pigeon Wants a Puppy by Mo Willems, Hardcover: The observed listing identifies an English-language hardcover picture book published by Hyperion, with 40 pages. Choose it only if its story interests your child. An adult can read aloud, or you can borrow a book they already enjoy; there is no requirement to buy this title or have the child read it independently.
View the optional book on Amazon. For a different way to spend time together, explore our pet crafts guide. Keep enjoyable family activities separate from the learning support you agree with school.
