"Just Diagnosed with Dyslexia? 6 Expert Tips to Support Learning and Success"
Has your child just received a Dyslexia diagnosis, and you’re not entirely sure where to begin? Let Emerald Bridges help you get started on the path to helping your child not just “survive” in literacy but “Thrive”!
Introduction
Receiving a diagnosis can be a challenging time for any family. Sometimes, the label raises as many questions as they answered. But then there’s also the human side when coming to terms with a new diagnosis. Understanding how we feel we relate in comparison to others. Questions of our self might include “Is this my fault?”, “Could we have avoided this?” “What do we do now?”. The purpose of this blog post is not to answer these questions exactly but to provide readers with the tools to address these questions themselves safely. Together, we can help our children and families thrive guilt-free in this new post-diagnosis landscape.
At a glance summary
For those in a hurry, below is a glance at the tips. However, for those blessed with a bit more time on their hands, read on below to find more thorough explanations and free suggested strategies and resources for each tip.
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Don't see Dyslexia as a disorder - See it as your child perceiving things in their own wonderful way that matches their already clear uniqueness
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Bring them along for the journey - Let your child in on the journey of discovery, learning and acceptance.
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Reading is more than just knowing words- share the magic of stories through other resources and shared experiences
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It’s not a race, its a marathon - Acquire the art of patience in terms of day-to-day expectations and in the grand journey of fluency.
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Teamwork makes the dream work - Form an empowering team around your child through open and consistent communication.
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Be kind, rewind! You’re all doing amazingly!
What is Dyslexia?
Understanding is the first step to action
In order for families to feel comfortable in supporting their children with Dyslexia, it is vital to understand what it actually is. As with any label as historic as Dyslexia, definitions, assumptions, misinformation and stereotypes have come, gone and muddied the general population’s understanding of the term. As educational professionals, we will always use existing definitions that are evidence-informed (i.e. lots of research has been done behind it) and reported and agreed by reputable authorities in the area. One such authority is the British Dyslexia Association, established in 1972. They define Dyslexia as:-
“[Dyslexia is] a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills.”
A recent Delphi study (a research method of gathering expert opinions) consisting of 55 statements from a wide range of expert sources within the field of Dyslexia studies found a large consensus of 44 statements that were in agreement on the contributing factors that help make up a diagnosis. These statements touch on the prevalence of impairment in certain cognitive processing abilities such as working memory and processing speed. They also mention a lesser-explored aspect of the nature and trajectory of Dyslexia being dependent on genetic and environmental influences (Carroll et al., 2025)
“The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., phonological awareness, phonological processing speed, or phonological memory). Dyslexia frequently co-occurs with one or more other developmental difficulties , including developmental language disorder , dyscalculia, ADHD, and developmental coordination disorder”
It can be extremely daunting to get your head around the many technical terms involved with identifying Dyslexia and its impact. When receiving the diagnosis from a specialist teacher or an educational psychologist, generally included in the report, for your benefit, is the definition the expert utilised in their diagnosis procedures. If you ever feel like you still find it tricky to get your head around what Dyslexia actually is, then feel free to return to them for a one-to-one conversation in simple terms. Alternatively, reach out to Emerald Bridges CPAS, and we will help to clarify terminology and definitions in easy-to-follow language with examples and accessibility so you feel more comfortable in understanding what exactly Dyslexia is.
Number 1:
“Difference not a disorder” - it’s all about perspective
The importance of perspective cannot be understated when it comes to identity. From the moment you received the diagnosis, arguably, your child’s identity changed from that moment on, for better or for worse. No longer were they just a bit “ditsy” or “a bit weak at reading” but suddenly they were “Dyslexic” or presented with “Dyslexic traits”. While this label is accurate, it is just that, a label, and does not represent who they are or how they think. While it will be down to every individual family to pick out and shout from the rooftops all the weird and wonderful things their child is, one thing that can be shared between us all is the perspective that Dyslexia is a difference, not a disorder. And most of all, your child is not just a label.
Irrespective of what research says or evidence from panels of experts and the mainstream media alike, the bottom line is that your child isn’t bad, broken or inferior. They just think differently! They don’t do things like everyone else! They play by different rules! They Zig when everyone Zags! And that’s more than ok, it’s fantastic!
Suggested strategy: Practise daily affirmations that celebrate this newfound identity. You could even separate the label of Dyslexia from your child by jointly creating its own name and identity. Have your child draw a picture of it as a cuddly creature/monster or figure, creating stories and even a backstory for the separate entity “Dyssandra” or “Drexi” (not patent pending, so feel free to take these names!) that happens to visit sometimes during reading or lessons. It will do wonders for your child’s self-esteem to recognise that they are more than this strange new label.
“One thing that can be shared between us all is the perspective that Dyslexia is a difference, not a disorder. And most of all, your child is not just a label. ”
Number 2:
Bring them in and let your child be apart of their journey!
While this one is dependent on your child’s personality, it can be extremely fulfilling to let them in on the conversations and planning involved in their provision for their newfound Dyslexia diagnosis. Sharing a digestible summary of the findings of the dyslexia report with your child by breaking it down into ways they can easily understand can empower them to take on a sense of ownership of their new-found difference. Can you imagine how frustrating it would be if you went for a detailed health assessment with a healthcare professional and the only piece of information they communicated to you was that you meet the criteria for the label “unhealthy”? As many parents and teachers can attest, there are so many things children can pick up on naturally, but they can fathom even more when provided with comprehensible input. break down the terms such as “processing speed” and “cognitive ability” into ways they can understand and then before long that big threatening monster “Dyslexia” will be as scary as a box of kittens! (providing you don’t have a phobia of kittens, that is!).
Suggested strategy: Consult the diagnosing professional for extra consultation to nail down a “your-child-friendly” explanation of the diagnosis and its associated components. This means not just a modified definition of Dyslexia, although this is indeed helpful, but also the numbers and terms used within the report itself.
If you are still struggling to get your head around a term, one helpful strategy is to head to ChatGPT or an equivalent AI-powered search engine and use the prompt “Explain [terminology] to me like I’m five". You’ll then be treated to an appropriately graded response fit to be used with a child of that age and above. Of course, as with all AI-based methodologies, be sure to check with multiple sources to ensure accuracy, as current-day AI technology is still prone to hallucinations. Why not contact a trusted, reputable EP service provider for a free 30-minute telephone consultation to jointly explore and define your report’s ‘jargon’ so you can feel more confident in your talks with your child?
“Share a digestible summary of the findings of the dyslexia report with your child by breaking it down into ways they can easily understand...Can you imagine how frustrating it would be if you went for a detailed health assessment with a healthcare professional and the only piece of information they communicated to you was that you meet the criteria for the label “unhealthy”? ”
Number 3:
Reading is more than just saying words on a page. Its an experience
In our data-driven world, it is easy to fall into the trap of thinking a child's ability is defined by the numbers they achieve. Even when utilising world-class and highly sensitive testing instruments such as cognitive assessments and achievement tests that educational psychologists use when diagnosing Dyslexia, they ultimately risk reducing your child’s competency to a number. However, they cannot capture or quantify the ‘magic’ of the reading experience that your child can have. The excitement, intrigue, surprise, suspense, horror, glee, and everything else associated with reading can be transmitted more than through words on a page. Sharing the experience of a story, in any of its forms, is a cultural phenomenon shared by pretty much every civilisation in the world! Let's not reduce its power and influence to just comparing one child to another, like fruits at a stall. While not a substitute, audiobooks are the epitome of enjoying reading without reading. Give it a try!
Suggested strategy: Encourage and enquire about the “Paired reading” approach. Paired Reading is a gentle and effective way to help your child become a more confident reader by reading together. It’s invaluable for children who find reading challenging, such as those with dyslexia, but it benefits all young readers. By taking turns to react and respond to a story by sharing the reading load page by page or section by section, children can boost their confidence, fluency and enjoyment of reading safely. Short and relaxed sessions of 10-15 minutes daily are all it takes to start seeing an impact. Click here for an excellent parent guide provided by the Irish Dyslexia Association.
“Even when utilising world-class and highly sensitive testing instruments such as cognitive assessments and achievement tests...they cannot capture or quantify the ‘magic’ of the reading experience that your child can have.”
Number 4
It’s not a race, but more like an ultra-marathon
Regardless of whether your child is newly diagnosed with Dyslexia or you are a year or two post-diagnosis. It is beneficial to remind yourself that the difficulties are lifelong and cannot be fixed overnight or quickly. Progress will be slow but for this very reason, must be celebrated profusely and genuinely to avoid failure fatigue and impact on self-esteem. The diagnosing professional may have recommended several interventions to help overcome processing and memory difficulties at the lexical or phonological level. But fruits of this labour may not be seen for, sometimes, terms at a time. And that’s ok.
This patience approach cannot be more necessary than when engaging in activities such as reading or writing with your child. Generally suggested by diagnosing professionals is the need for varied instruction methods that utilise extra processing time, additional resources and multi-sensory approaches. Through conversations with your diagnosing professional (or a precious gemstone and architectural structure-inspired named EP service provider), you can explore many appropriate provisions to ensure that environments remain pressure-free and conducive to the extra processing conditions your child requires.
Suggested strategy: Explore through the diagnosing professional’s report the many resources and approaches that can be utilised in the home and school environments to aid processing and literacy abilities. Assistive technology is a particular area with both timeless and emerging software and hardware designed to support your child by easing the pressure of immediately processing large chunks of information.
“Through conversations with your diagnosing professional or a precious gemstone and architectural structure-inspired named EP service provider, you can explore necessary strategies to ensure that environments remain pressure-free and conducive to the extra processing conditions your child requires.”
Number 5
Teamwork makes the dream work!
Depending on the commissioning conditions, your school may already have the results from the diagnosising professional or it may be required of you to provide it to your school. Either way, the communication between the school and you should not end there. The diagnosis of Dyslexia is the first step of a very long road, and as with any journey, it is much easier with a team! From small catch-ups in the playground to scheduled termly check-ins and everything in between. Ensuring a healthy, mutually respectful and consistent communication channel with your school (either the class teacher or inclusion manager) will lead to the most favourable outcomes for your child’s development.
Additionally, some parents report a feeling of unease under the unfounded fear of being perceived as “nagging” or a “busybody.” These are obstructive, harmful, and far from the truth. Agreeing on a respectful communication channel with the school is a sign of proactivity and is even expected from parents who are devoted to their children's success. There isn’t a single school in the land that would think otherwise.
Suggested strategy: Find out what books or reading schemes your child uses in the classroom. Often, it is possible to find used copies of the same books on popular marketplaces to continue enjoying or reinforcing the stories and vocabulary at home. Charity shops are also a great place to find some of these books, speaking from personal experience, though. Alternatively, conversations with your child’s teacher or SEN inclusion manager can help coordinate a joint plan with you in discovering which areas to focus on and which successes to celebrate, as both will be needed to see progress.
Number 6: You’re all doing your best
Never forget that
And it’s true. As mentioned before, everyone’s relationship with the wonderful world of reading is unique. Some people take the scenic route, and some take the fastest, most direct route to fluency. But they all eventually get there, with a bit of help along the way. You have made that all-important first nudge by exploring your child's difficulties with a professional. You’ve responded to difficulties you believed were there and, as a result, shone a light on the “monster under the bed”. That is fantastic and should be praised as much as the due diligence done by the diagnosing professional. It doesn’t matter when the process was triggered in investigating your child’s difficulties, just that you did it. I hope everyone reading this understands that asking questions, getting help and even reading blogs like this one is absolute, irrefutable proof that you are doing your best! And even though it doesn’t seem like it, your child’s future self thanks you!
Take moments to look back, have a warm drink, and take stock of your and your family's progress thus far.
Suggested strategy: Maybe some of you reading this have had lingering questions about Dyslexia but have yet to take the steps towards formally identifying it. Maybe you know another parent who has gnawing thoughts and suspicions about their child’s literacy and processing ability but isn’t sure where to go to have them explored. If so, please don't hesitate to contact us at Emerald Bridges CPAS. We offer expert advice and assessments to identify specific learning difficulties such as Dyslexia and Dyscalculia. With free 30-minute telephone consultation and a 15% discount on assessments for low-income families, we strive to make educational psychology as widely accessible as possible in our mission to connect minds, bridge cultures, and build understanding, together.
