Supporting a child with dyslexia does not mean spending hours doing extra worksheets. Small, consistent changes at home can make reading practice feel more manageable and positive.

Here are 5 simple strategies parents can try:

1. Keep reading practice short

Long reading sessions can become tiring and frustrating. Try 10–15 minutes of focused practice instead, and stop while your child is still feeling successful.

2. Practise sounds and words directly

Instead of asking your child to guess an unfamiliar word, help them look at the letters and work through the sounds. For example: ship → /sh/ /i/ /p/ → ship. Explicit teaching of sounds, spelling patterns and word reading is an important part of Structured Literacy.

3. Use more than one way to practise

Children can say, hear, see, write and build words. For example, ask your child to:

• say the sounds
• tap or move a counter for each sound
• write the word
• read the word again

Using different ways to practise can make learning more engaging and help children connect sounds, letters and words.

4. Read together

You do not always have to ask your child to read the whole book independently. Take turns reading — you can read a sentence, then let your child read the next one. Most importantly, keep reading enjoyable. Talk about the pictures, characters and story.

5. Praise effort, not just accuracy

Reading can be hard work for a child with dyslexia. Instead of focusing only on mistakes, notice the effort: “You worked hard to sound out that word.” “You didn’t give up when that word was difficult.” Specific encouragement can help children feel more confident about learning.

Remember: support should be individualised

There is no single strategy that works for every child. Children with dyslexia may have different strengths and areas of difficulty. Effective support should be based on what the child needs and should include appropriate, explicit instruction.

The International Dyslexia Association describes Structured Literacy as an approach that explicitly and systematically teaches the structure of spoken and written language. It is an approach, rather than one specific programme.

A little support can go a long way

Your child does not need hours of practice every day. What matters is having the right strategies, regular practice and encouragement. If reading continues to be difficult despite support, consider speaking with a teacher or learning professional to better understand your child’s needs.

At Joyeux, we work with children and families to understand individual learning needs and develop practical strategies to support progress. Every child learns differently — with the right support, reading can become a more positive experience.

References

International Dyslexia Association. (2019). Structured literacy: Effective instruction for students with dyslexia and related reading difficulties. https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

International Dyslexia Association. (2025). Definition of dyslexia. https://dyslexiaida.org/definition-of-dyslexia/

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I consider it a bonus that my son’s handwriting improved within the first few sessions. I also recommended a friend to Carol whose son had handwriting that needed improvement. She was grateful for the recommendation as her son also developed better handwriting. I will certainly recommend her to other struggling learners.

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October is Dyslexia Awareness Month — an opportunity to learn more about dyslexia, challenge common misconceptions and understand how we can better support children who struggle with reading.

But what exactly is dyslexia?

Dyslexia is more than reversing letters

Dyslexia is a specific learning disability that affects word reading and/or spelling. Children may have difficulty reading words accurately, quickly, or both. These difficulties can continue even when they have received effective instruction.

One common misconception is that dyslexia is simply about reversing letters such as ‘b’ and ‘d’. It isn’t. Some children with dyslexia may reverse letters, but this is not what defines dyslexia.

What might dyslexia look like?

A child with dyslexia may:

• struggle to sound out unfamiliar words
• read very slowly or with a lot of effort
• have persistent spelling difficulties
• find it difficult to recognise familiar words automatically
• become frustrated or avoid reading

Every child is different, so dyslexia does not look exactly the same in every learner.

Does dyslexia mean a child is not intelligent?

No. Dyslexia is about how a child learns to read and spell. A child can have strengths in many other areas while still experiencing significant difficulty with literacy. This is why it is important to understand the child’s strengths as well as their learning needs.

Early support matters

The good news is that support can make a difference. The International Dyslexia Association’s updated definition highlights the importance of identification and targeted instruction at any age, while early language and literacy support can be particularly helpful.

Instead of asking: “Why can’t my child read like everyone else?” we can ask: “What does my child need to become a more confident reader?”

At Joyeux, we believe that understanding a child’s individual learning needs is an important first step towards meaningful support. This Dyslexia Awareness Month, let’s move from awareness to understanding — and from understanding to support.

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/

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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/

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Learning to read does not come easily to every child. Some children need more time, practice and support before reading becomes comfortable.

But how do you know when your child may need extra help?

Here are 5 signs parents can look out for:

1. Difficulty remembering letter sounds

Your child may know the alphabet but still struggle to remember the sounds that letters represent. For example, they may know that “m” is the letter M but have difficulty remembering that it represents /m/.

2. Difficulty blending sounds

Your child may know individual sounds but find it difficult to put them together. For example: /c/ + /a/ + /t/ → cat. Blending sounds is an important part of learning to decode words.

3. Guessing words instead of reading them

Some children rely on pictures, the first letter or what “looks right” instead of looking carefully at all the letters. For example, they may see “horse” and guess “house” because the words look similar.

4. Reading is very slow or effortful

Your child may take a long time to read simple words, stop frequently or become tired after a short reading activity. They may understand what is being discussed but find the actual process of reading very difficult.

5. Avoiding reading

You may hear:

• “I don’t want to read.”
• “Reading is boring.”
• “I can’t do it.”

Avoiding reading does not necessarily mean your child is lazy or not interested in learning. Sometimes, children avoid activities that they find difficult or frustrating.

Does this mean my child has dyslexia?

Not necessarily. There can be many reasons why a child struggles with reading. However, persistent difficulties with word reading or spelling are worth paying attention to.

The International Dyslexia Association’s current definition describes dyslexia as a specific learning disability involving difficulties with word reading and/or spelling, which may affect accuracy, speed, or both.

The important question is not simply: “Does my child have dyslexia?” It is: “What is making reading difficult for my child, and what support do they need?”

What can parents do?

• Start by observing your child’s reading difficulties rather than comparing them with other children.
• Keep reading practice short and positive. Give your child opportunities to practise sounds, blending and reading words without making them feel pressured.
• If difficulties continue, consider speaking with your child’s teacher or a learning professional to understand what support may be helpful.

Early support can make a difference. At Joyeux, we believe that understanding why a child is struggling is an important first step towards helping them learn with greater confidence.

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/

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It’s simple to categorise a student’s actions as “laziness” or “bad behaviour” when they forget their homework or become upset about a little adjustment/changes. But rather than being character defects, these are frequently skill deficiencies. 

We must shift from judgmental language, such as “You’re always messy,” to scaffolding, which is giving the brain the short-term assistance it needs until it can operate on its own, in order to support a learner with Executive Function (EF) problems.

Here is how we can support the 12 specific components of executive function in everyday life:

1. Self-Monitoring and Restraint: Help learners notice their own behaviour by modelling “self-talk” out loud. For example: “If you get distracted, say, [I’m getting off track; I need to put my phone away]”.
2. Working Memory: Don’t rely on verbal instructions alone. Use visual checklists/schedule and “First-then” visual cues so the learner doesn’t have to hold a long list of steps in their head.
3. Emotional Control: Use the “Identify, Validate, and Respond” method. Validate that it’s okay to feel frustrated before jumping into problem-solving or immediately asking them questions.
4. Focus and Attention: Keep workspaces clutter-free and use movement breaks—like a 30-second dance party/jumping jacks/animal walks—to help the brain reset between tasks.
5. Task Initiation/Task breakdown: The hardest part is often just starting. Break a giant project into a tiny, five-minute task to help the learner get over the initial “hump”.
6. Planning and Prioritising: Use family or classroom calendars. Work backward from a deadline to show the student exactly when they need to begin each phase.
7. Organization: Use colour-coded folders or digital systems to categorise materials. Physical organisation helps lead to organised thoughts.
8. Time Management: Combat “time blindness” by using visual timers so the student can see the time literally “disappearing”.
9. Goal Setting: Model both successful and unsuccessful goals. Show them that it’s okay to pivot if a goal isn’t working out as planned.
10. Flexibility: Explicitly praise a student by saying, “Thank you for being flexible!” when they handle a change in routine well. Add on new additional “surprise” task (can be a movement break/special task) in the visual schedule. 
11. Metacognition: Encourage “thinking about thinking” by asking, “How did you come to that decision?”. This builds self-reflection without making them feel interrogated.
12. Stress Tolerance: Limit “heavy” adult conversations (like finances) around children and teach self-care acts, like deep breathing or listening to music, to manage their nervous system.

References

Chan, P. (2024, September 4). Empowering students with executive functioning (EF) skills in the classroom: An educator’s perspective. Dyslexia Association of Singapore. https://das.org.sg/news-events/blogs/159-english-literacy/1444-empowering-students-with-executive-functioning-ef-skills-in-the-classroom-an-educator-s-perspective.html

KK Women’s and Children’s Hospital. (2026, June 20). Executive functioning skills. https://www.kkh.com.sg/patient-care/conditions-treatments/executive-functioning-skills

Ng, E. L. (2023, May 1). Self-regulation and executive functioning: A focus on early childhood. National Institute of Education (NIE), Singapore. https://www.ntu.edu.sg/nie/news-events/news/news-detail/self-regulation-and-executive-functioning-a-focus-on-early-childhood

SPED*NET. (2026, June 24). The 12 executive functions: How to build skills for home and school [Video]. YouTube.

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Imagine a busy airport where planes are constantly landing and taking off. To avoid chaos, you need a highly skilled air traffic control system to manage the flow.

Our brains have a similar system known as Executive Function (EF). Rather than being a single skill, EF is an umbrella term for the “directive capacities” enable us to control our thoughts, feelings, and behaviours in order to accomplish a goal rather than a specific ability.

While we aren’t born with these skills fully developed, we are born with the biological potential to build them through experience and supportive environments. Think of EF as the “CEO of the brain” or an orchestra conductor—it doesn’t play the instruments, but it ensures the strings, brass, and percussion all work together in harmony.

Executive function is generally divided into three main parts:

1. Working Memory: The capacity to retain and process information in your mind for brief periods of time

2. Cognitive Flexibility: The mental “gears” that enable us to transition between various ideas or adjust to new regulations and modifications

3. Inhibition (Self-control): The capacity to control impulses and maintain concentrate in the face of distractions

These abilities take a long time to develop, beginning in infancy and lasting well into a person’s mid-twenties. It is rather common for students to experience difficulties with organisation or emotional control as they mature because the frontal lobe, the area of the brain responsible for these functions, is the last to fully develop. Understanding that EF is a set of biological processes helps us move away from judgment and toward building the “brain architecture” needed for success

References

Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function (Working Paper No. 11). https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-experiences-shape-the-development-of-executive-function/

Ng, E. L. (2023, May 1). Self-regulation and executive functioning: A focus on early childhood. National Institute of Education (NIE), Singapore. https://www.ntu.edu.sg/nie/news-events/news/news-detail/self-regulation-and-executive-functioning-a-focus-on-early-childhood

SPED*NET. (2026, June 24). The 12 executive functions: How to build skills for home and school [Video]. YouTube.

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When it comes to child’s behaviour, there is a golden rule: It is too late to teach someone to swim when they are already drowning. If you want your child to be able to calm themselves during a meltdown, you have to practice those skills during “the calm”.

By moving away from purely punitive measures and focusing on instructional consequences, you can help your child build a toolkit for self-regulation. 

Here are four proven strategies to get you started:

1. Create a “Zen Den” or “Calm down corner”

Every home can benefit from a designated quiet space for de-escalation. This isn’t a “time-out” corner, but a sensory-friendly area. Fill it with:

• Quiet background music
• Sensory items like bubblers or pinwheels
• Calming books and “calming cards” that remind them of their coping skills
• Breathing exercise visual cues

2. Use the “Turtle Technique”

This is a specific scripted story used to help children recognise their anger, “stop,” tuck into their “shell,” and take three deep breaths to think calm thoughts until they are ready to find a solution. 

Here are the steps:

• Recognise their anger
• Stop what they are doing
• Tuck into their “shell” (their own space)
• Take three deep breaths and think calm thoughts until they are ready to find a solution.
  

3. Visual Schedules & Transition Markers

These are highlighted as essential tools to aid with adaptability. Predictable routines and visual aids like “Now/Next” boards or visual schedules help children feel secure and reduce the frequency of act-outs. It is because when a child can see exactly what is coming next, it reduces the anxiety of the unknown and makes moving from activity to activity much smoother.

4. Model “Whole Body Listening” 

Sometimes kids act out because they don’t know how to focus. Use visual posters to teach them that listening isn’t just about the ears—it involves the eyes (looking at the speaker), the mouth (staying quiet), the hands (keeping them to yourself), and even the heart (caring about what is being said).

By teaching these skills through play and during quiet moments, you are giving your child the “swimming lessons” they need to survive the next emotional storm.

References

Lentini, R. (2005, March). Tucker Turtle takes time to tuck and think: A scripted story to assist with teaching the “Turtle Technique”. (As cited in Morris, 2024).

Morris, K. K. (2024, May). Help your students develop self-regulation skills to improve behavior and increase learning [Handout]. igivuWings.

Myles, B. S. (2017, October 9). ASD and regulation: The brain, meltdowns, and evidence-based practices: Part 1 [Webinar]. Virginia Commonwealth University. (As cited in Morris, 2024).

Wilson, K., & Slutter, E. (2011). Whole Body Listening! SocialThinking.com. (As cited in Morris, 2024).

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We’ve all been there—your child is in the middle of a massive explosion, and you find yourself saying, “Just calm down!” But science tells us that in that moment, your child’s brain might physically be incapable of listening to you.

To understand why, we have to look at their developing brain: Amygdala, Inhibitory control, and Adaptability.

1. The Amygdala: The “Hot” Alarm System 

A child’s brain develops from the back to the front, meaning the prefrontal cortex—the part that handles logic and reasoning—isn’t fully mature until age 25. In the meantime, the Amygdala is running the show. Think of it as the brain’s “alarm system”. When it senses stress, it triggers an “Amygdala Hijack,” flooding the body with adrenaline and making logical thought nearly impossible. A “Hot Amygdala” can make a tiny problem feel like a mountain, leading to an immediate, overwhelming response.

2. Inhibitory Control: 

The Neurological Brakes Inhibitory control (or impulse control) is referred to in the sources as “Response Inhibition,” this is the ability to stop, think, and make a plan before acting. While these abilities arise at the age of four, they are not fixed and can be developed through play well into adulthood. When a child grabs a toy or yells “No!” they aren’t always being “bad”; they just haven’t developed the neural brakes required to regulate their reactions yet.

3. Adaptability: 

Managing Sensory Traffic Jams Adaptability is the mental flexibility to change plans when things don’t go as expected. For many children, a sudden change in routine feels like a “sensory traffic jam“.  If they are unable to adjust, they may feel extremely frustrated by a schedule change or have difficulty transitioning from one activity to another.

4. Tantrum vs. Meltdown: Knowing the Difference

A temper tantrum is frequently a planned behaviour in which the youngster maintains control and waits for a reaction. In contrast, a meltdown is an involuntary physiologic reaction to an impossible situation or sensory overload. In a meltdown, the child has lost control and is simply drowning in a biological response.

Understanding that these outbursts are often a biological struggle, not a character flaw, is the first step toward helping your child find their “just right” state.

References

Elhence, P. (2022, November 23). 7 tips to teach your child to accept NO as an answer. Wonderwall.sg.

Lehman, J. (2026). No means no: 7 tips to teach your child to accept ‘no’ for an answer. Empowering Parents.

Family Advice Site. (n.d.). What to do if your toddler or child always says no to you

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