Dyslexia: what parents can share when reading and spelling stay difficult

When a child understands an idea in conversation but struggles to read or write about it, families may wonder about dyslexia. The next step is to understand the learning pattern and the support already tried, rather than judge effort from a page of spelling mistakes.

By MY Psychology KK · Published 17 October 2026

Prepared with AI assistance using the sources and clinic information linked below. This guide provides general information and does not replace an individual professional assessment.

Dyslexia is not a measure of intelligence

The NHS guide to dyslexia in children describes difficulties that mainly affect reading, writing and spelling and states that dyslexia does not affect intelligence. A child may have strengths alongside significant literacy difficulties. A few errors or one difficult reading task do not establish a diagnosis.

Ask what your child finds difficult in their own words. “The words move too fast when the teacher reads” or “I know what I want to say but cannot spell it” can be useful descriptions to take to a discussion, without assuming they explain the cause.

Bring examples that show the pattern

Choose a few ordinary pieces of work rather than asking your child to perform extra tests at home. Note when the work was done and what help was provided.

• Reading: where does your child slow down, guess, lose their place or need help?
• Spelling and writing: what is difficult to put on paper, and what can they explain aloud?
• Instructions: do they understand the task when someone reads it with them?
• Across time: how long has the concern been present, and what support has been tried?

Include something your child does well. An assessment discussion should explore strengths and support needs together, not reduce the child to mistakes.

Describe the language and teaching context

In a multilingual family, tell the school and assessor which languages your child hears, speaks, reads and writes, and when they began learning each. Explain the languages used for teaching and homework. Bring examples from more than one language if available and ask which are relevant.

Ask how language experience and learning opportunities will be considered when interpreting findings. Difficulty in a newly learned language should not automatically be labelled dyslexia, and a bilingual background should not automatically dismiss a persistent concern. A professional needs to consider the individual history.

Ask about the support already offered

Request a description of what the school has tried, for how long and what changed. “Extra reading” is less informative than knowing which skill was practised and how the teacher judged progress. Ask your child what felt helpful, tiring or confusing.

The NHS notes that assessment can help identify more effective support when difficulties continue despite extra help. It also highlights the relevance of checking other concerns, such as hearing or vision. Ask an appropriate healthcare professional about those concerns rather than assuming every difficulty has the same explanation.

Separate assessment questions from teaching questions

An assessment consultation asks what may explain a pattern and which recommendations fit. Reading intervention focuses on teaching and practising relevant skills. Ask how these pathways could work together for your child. Our reading difficulties guide compares the two.

Before paying for a service, clarify its purpose, the professional’s relevant training, language arrangements, fees and how feedback will be shared. Do not assume one screening score or an IQ score alone confirms dyslexia.

Keep confidence part of the plan

Tell adults if reading aloud, comparisons with siblings or repeated correction is becoming distressing. Ask how the child can participate in learning while targeted support is arranged. Keep space for interests and activities that are not measured through reading performance.

For a local enquiry at MY Psychology KK in Penampang, give your child’s age, main learning concern and teaching languages. Ask which first appointment would answer your question and which school information to bring.

Sources and further reading

• NHS: Dyslexia in children

The external sources provide clinical background. Overseas referral systems, school entitlements and treatment availability do not establish the arrangements in Malaysia.