How to Explain Dyslexia to Your Child
Updated: Oct 28
Begin with what your child already knows
Children often recognise that reading or spelling takes them longer before an adult uses the word dyslexia. Start with their experience: “You have noticed that reading unfamiliar words can be hard, even when you understand the story.”
Ask what they think dyslexia means. Correct myths gently, but do not overwhelm them with technical terms. An explanation works best as an ongoing conversation, not one dramatic announcement.
A simple explanation for younger children
You might say: “Dyslexia means that learning to read and spell words can be trickier for your brain. It does not mean you are not clever. Some things may take extra teaching and practice, and adults can help you find ways that work.”
This is more accurate than saying letters always move around or that dyslexia is simply seeing words backwards. Those experiences are not defining features of dyslexia.
If the child asks whether words appear to move for everyone with dyslexia, explain that this is not how dyslexia is defined. The current Delphi definition places particular emphasis on difficulties acquiring reading and spelling, especially reading fluency and spelling. Some children also have visual discomfort, but that should be considered separately.
An explanation for older children and teenagers
Older pupils may want to know why they read accurately but slowly, why spelling remains inconsistent or why some tasks are much harder than others.
Explain that dyslexia affects learning to read and spell and can be associated with differences in phonological processing, rapid naming and other skills. The exact profile varies. Invite them to ask what their assessment found, what it did not find and which supports they want to try.
Avoid labels that close doors
Describe the child’s individual difficulties and needs rather than assigning an overall grade of dyslexia or suggesting that a score defines what they will achieve. Equally, avoid promising that dyslexia guarantees exceptional talents.
Instead, talk about the specific tasks that are difficult, strengths shown in daily life and support that can make learning more accessible. If an assessment has been completed, explain its findings in everyday language and allow the child to disagree with parts of the description.
Give the child some control
Ask who they want to tell: a teacher, friend, grandparent or nobody yet. Adults may need to share information with school to arrange support, but children can still have a say in how it is explained.
Practise a short phrase such as: “I understand the work, but I need more time to read it.” For teenagers, discuss privacy, exam arrangements and technology without making support feel like a public label.
Return to the conversation over time
A child’s questions may change as they move into secondary school or prepare for exams. Revisit the explanation when new difficulties or supports arise.
Keep the focus on practical understanding: which tasks take extra effort, what helps and how to ask for it. If the child reacts with anger or sadness, make space for that response. They do not have to feel positive about the word dyslexia immediately.
What to say if your child asks whether dyslexia can be cured
You can explain that dyslexia is not an illness to cure. Reading and spelling skills can improve with appropriate teaching and practice, and strategies or technology can make tasks easier.
Progress may not look the same for everyone. Avoid suggesting that a child simply has to try harder; acknowledge that some tasks genuinely require more effort and that adults have a responsibility to make learning accessible.
Use the report as a conversation starter
If there is a diagnostic report, select two or three findings that your child can recognise. For example: “You understand explanations well, but reading words quickly is harder.”
Then connect each finding to a practical support, such as extra time to read instructions or explicit spelling teaching. Do not read out every score unless the child wants that level of detail.
Discussing an assessment
Mark Trewby offers diagnostic dyslexia assessments online across the UK for ages 11–21 and face-to-face in Bournemouth for ages 8–21. The £400 fee includes a personalised report within seven working days and feedback. An introductory conversation can help you discuss suitability; a diagnosis cannot be promised in advance.