When a child struggles to read, parents may quickly wonder: “Could my child have dyslexia?” It is an important question, but struggling to read does not automatically mean a child has dyslexia.
Every child learns differently
Children develop reading skills at different rates. Some may need additional practice or more explicit teaching of sounds, letters and words. Others may continue to experience significant difficulties even when they have received appropriate instruction and support.
This is why it is important to look beyond whether a child is simply “behind”.
What is dyslexia?
The International Dyslexia Association’s updated 2025 definition describes dyslexia as a specific learning disability characterised by difficulties with word reading and/or spelling that involve accuracy, speed, or both.
Dyslexia can look different from one child to another. A child may:
- find it difficult to sound out unfamiliar words
- read very slowly
- struggle with spelling
- have difficulty remembering words
- need much more effort to read than their peers
These difficulties can vary in severity.
Dyslexia is not simply “reading backwards”
One common misconception is that dyslexia mainly means reversing letters such as ‘b’ and ‘d’. While some children may reverse letters, this alone does not indicate dyslexia. Dyslexia is much broader and primarily involves difficulties with word reading and/or spelling.
What should parents look for?
Rather than focusing on one mistake, look at the overall pattern. Ask yourself:
- “Is my child having consistent difficulties with reading or spelling?”
- “Does reading require a lot of effort?”
- “Are the difficulties continuing despite appropriate teaching and support?”
- “Is my child becoming frustrated or avoiding reading?”
These observations can help parents and educators decide whether further support or assessment may be appropriate.
Support does not have to wait for a diagnosis
One important message for parents is that you do not need to wait until you have a formal label before supporting a child who is struggling. The International Dyslexia Association emphasises that identification and targeted instruction are important at any age, while early language and literacy support can be particularly helpful.
The goal is not simply to give a child a label. The goal is to understand their learning needs and provide the right support.
At Joyeux, we look at each child’s individual learning profile and work with families to understand their strengths, challenges and next steps — because every child deserves the opportunity to become a confident learner, with the right support, at the right time.
References
International Dyslexia Association. (2025). Definition of dyslexia. https://dyslexiaida.org/definition-of-dyslexia/
International Dyslexia Association. (2025). 2025 definition glossary and resources. https://dyslexiaida.org/2025-definition-glossary-and-resources/