TM Dyslexia Assessments and Tutoring

TM Dyslexia Assessments and Tutoring Specialist Dyslexia Assessor and Tutor with 18 years experience supporting children, teens and adults

“What if I get it wrong?”💭 A worry many dyslexic children carry quietly…“What if I read the word wrong?”“What if everyon...
14/09/2026

“What if I get it wrong?”

💭 A worry many dyslexic children carry quietly…

“What if I read the word wrong?”
“What if everyone notices?”
“What if I’m the only one who can’t do it?”

For some dyslexic children, making mistakes can feel much bigger than simply getting an answer wrong.

Repeated experiences of struggling with reading, spelling or written work can affect confidence - particularly when they see classmates completing something more quickly.

As parents and teachers, we can help by changing the message around mistakes:

✨ “Mistakes help our brains learn.”
✨ Praise effort, strategies and persistence - not just correct answers.
✨ Give children thinking time rather than putting them on the spot.
✨ Avoid comparisons with siblings or classmates.
✨ Celebrate their strengths outside literacy too.

A child doesn't need to feel successful at everything to feel successful. They need to know that getting something wrong doesn't change how capable they are. ❤️

11/09/2026

Lots of opportunities coming up for children and young people with SEND who want to make change for the better - we'd love to hear from you!

Please see attached poster for contact details.

11/09/2026

“Your child doesn't need to struggle in silence.”

If there's one message I would want every parent to take away from this series, it's this:

Your child's difficulties are not a measure of their intelligence.

I've met many bright, capable children who have begun to believe they're “bad at school” because reading, spelling or writing takes them considerably more effort than it seems to take their peers.

That can be heartbreaking.

So if you're worried about your child, start with a conversation.

📝 Your action plan:

1. Write down what you're noticing.

Be specific. What is difficult? When does it happen? What does your child say?

2. Contact the school.

Ask to speak with the relevant teacher and/or SENCO/SENDCo.

3. Ask what support is currently being provided.

And ask how its impact is being monitored.

4. Ask what additional support or adjustments could be considered.

Remember that support should be based on your child's needs.

5. Ask whether further assessment would be useful.

This might include dyslexia assessment or another form of assessment, depending on the difficulties.

6. Keep communication open.

The best outcomes usually come when parents and school are working together, sharing information and reviewing what's working.

And finally…

❤️ Believe your child.

If they're saying, “I'm stupid,” “I can't do it,” or “I'm the only one who can't…”, don't dismiss it as simply a lack of effort.

Look underneath the behaviour.

Sometimes what looks like “won't” is actually “can't yet.”

And sometimes a child who appears to be avoiding work is a child who has been working incredibly hard to hide how difficult it feels.

They don't need lower expectations.
They need the right support to access those expectations.

“Does my child need a dyslexia assessment?”This is a question I get asked frequently.And the answer is:It depends on the...
10/09/2026

“Does my child need a dyslexia assessment?”

This is a question I get asked frequently.

And the answer is:

It depends on the child and what you need the assessment to achieve.

A dyslexia assessment isn't simply about giving a child a label.

A good assessment should help us understand how that individual child learns and where their strengths and areas of difficulty lie.

It can help explore areas such as:

🧠 phonological processing
📖 reading accuracy and fluency
✏️ spelling and writing
🔢 working memory
⚡ processing speed
🗣️ language-related skills
📚 literacy development

It may also help identify whether the child's profile is consistent with dyslexia or another specific learning difficulty.

When might an assessment be helpful?

For example, if:

- difficulties have persisted despite appropriate teaching and intervention
- there is a significant gap between ability and literacy attainment
- your child's difficulties are affecting their confidence or wellbeing
- you want a clearer understanding of their learning profile
- school or other professionals recommend further assessment
- you need documentation for particular educational arrangements or examinations

But here's something I want parents to remember:

❤️ Don't wait for an assessment to support your child.

If they're struggling now, they need support now.

Assessment and intervention aren't competing ideas.

They can happen alongside each other.

“But my child doesn't have a dyslexia diagnosis…”This is something I hear all the time.Parents sometimes feel that they ...
09/09/2026

“But my child doesn't have a dyslexia diagnosis…”

This is something I hear all the time.

Parents sometimes feel that they need to obtain a diagnosis before school can do anything.

That's not necessarily the case.

Schools can identify that a child has additional learning needs and put appropriate support in place based on their individual needs and difficulties, rather than waiting for a diagnostic label.

So what might support look like?

Depending on the child, school might consider:

🔹 Structured literacy intervention
Explicit, systematic teaching of phonological awareness, phonics, spelling and reading skills.

🔹 Small-group or individual intervention

🔹 Pre-teaching of vocabulary, spelling patterns or concepts

🔹 Repetition and overlearning

🔹 Visual supports

🔹 Breaking instructions into smaller steps

🔹 Additional processing time

🔹 Assistive technology, such as text-to-speech or speech-to-text, where appropriate

🔹 Reducing unnecessary writing/copying demands

🔹 Alternative ways of demonstrating knowledge

And importantly…

Support should be monitored.

If something isn't helping, we need to ask:

“What else could we try?”

A child shouldn't have to repeatedly demonstrate that they're struggling before adults respond.

💡 A diagnosis can provide useful information about a child's profile and can help families and professionals understand their strengths and difficulties.

But a diagnosis should not be viewed as the starting gun for support.

If a child is struggling, let's respond to the difficulty we can already see.

“5 questions I would ask the school”As a dyslexia assessor, these are some of the questions I would encourage parents to...
08/09/2026

“5 questions I would ask the school”

As a dyslexia assessor, these are some of the questions I would encourage parents to ask.

You don't need to ask all five at once - but they can help you move the conversation from “They're struggling” to “What are we going to do about it?”

1️⃣ What are you seeing in my child's reading, spelling and writing?

Ask for specific examples.

Not just:

❌ “They're below average.”

But:

✅ “What specifically are they finding difficult?”

2️⃣ What support have they already received?

Ask:

“What interventions have been tried, for how long, and how often?”

This is important because you want to understand what's already been done - and whether it has made a difference.

3️⃣ How are you monitoring whether the intervention is working?

Intervention shouldn't simply mean “they go to a literacy group.”

Ask:

“What progress are you expecting to see, and when will we review it?”

4️⃣ What adjustments can be made in the classroom?

This might include things such as:

- reducing unnecessary copying
- providing written instructions alongside verbal instructions
- allowing additional processing time
- using assistive technology
- providing appropriate reading materials
- breaking tasks into manageable steps
- checking understanding rather than simply asking, “Do you understand?”

The right adjustments will depend on the individual child.

5️⃣ At what point would you recommend further assessment?

A dyslexia assessment can be useful - but support shouldn't necessarily wait for a diagnosis.

Ask the school what information they would find helpful and whether there are other professionals who should be involved.

📌 Tip: After meetings, keep a brief written record of what was discussed and what has been agreed.

It can make future conversations much easier.

“My child is struggling. What do I say to school?”One of the most common things parents tell me is:“I know my child is s...
07/09/2026

“My child is struggling. What do I say to school?”

One of the most common things parents tell me is:

“I know my child is struggling, but I don't know how to approach the school.”

My advice? Start the conversation early. You don't need to wait until things become a crisis.

You don't necessarily need a formal dyslexia diagnosis before raising concerns with school.

If you're noticing that your child is:

- struggling to read or spell despite lots of effort
- taking much longer than their peers to complete written work
- avoiding reading or writing
- struggling to remember letter sounds, sequences or instructions
- becoming anxious, frustrated or losing confidence
- working hard but not seeing the expected progress

…tell the school what you're seeing.

💬 What can you say?

Try:

“I'm concerned about my child's literacy development and the amount of effort they're having to put in. I'd like to understand what support is currently being provided and what further support could be put in place.”

Ask to speak with the class teacher or SENCO/SENDCo depending on the setting.

And remember: you know your child. Your observations are valuable.

You don't have to walk into that meeting knowing exactly what your child needs.

That's what the conversation is for.

“Should We Get an Assessment?”If you've spent the summer wondering:“Is this just a confidence issue?”“Will they catch up...
04/09/2026

“Should We Get an Assessment?”

If you've spent the summer wondering:

“Is this just a confidence issue?”
“Will they catch up?”
“Are they dyslexic?”
“Should we wait?”

…you’re not alone.

There isn't one single sign that tells us a child is dyslexic.

An assessment can help build a clearer picture of a child's strengths, difficulties and learning profile, rather than simply attaching a label.

It can also help parents and educators understand:

🔹 Why reading or spelling may be difficult
🔹 What areas need support
🔹 Which strategies may be helpful
🔹 Where a child's strengths lie
🔹 How their difficulties may be affecting learning

And perhaps most importantly, it can help replace:

“Why can't I do this?”

with:

“Now I understand how I learn.” ❤️

If you're concerned about your child's literacy development please get in touch for a free, no obligation call to discuss your options further.

Understanding is not an excuse.
Understanding is the starting point for effective support.

If you’re a parent wondering whether an assessment might be appropriate, you don't have to navigate that question alone.

5 Simple Ways to Support a Child With DyslexiaThe return to school doesn't have to mean hours of extra work at home.Some...
03/09/2026

5 Simple Ways to Support a Child With Dyslexia

The return to school doesn't have to mean hours of extra work at home.

Sometimes, small changes can make a big difference.

Try:

1️⃣ Reduce unnecessary reading pressure
If your child is exhausted, consider whether they really need to read more - or whether they need to experience reading as something positive.

2️⃣ Read together
Take turns, listen to audiobooks or read aloud to your child. Developing a love of stories doesn't depend on being able to decode every word independently.

3️⃣ Celebrate strengths
Make time for the things your child is good at - sport, art, building, music, technology, animals, creativity… whatever makes them feel capable.

4️⃣ Break tasks into smaller steps
“Do your homework” can feel enormous. Try: “Let's start with question one.”

5️⃣ Speak to school
If you have concerns, communicate them. You don't need to have all the answers before asking for support.

And remember:

📌 Supporting a child does not mean lowering expectations.

It means making sure they have appropriate ways to access learning and demonstrate what they know.

Tomorrow: When should you consider a dyslexia assessment?

Words Matter ❤️When a child is struggling with reading or spelling, it can be tempting to say:❌ “You just need to practi...
02/09/2026

Words Matter ❤️

When a child is struggling with reading or spelling, it can be tempting to say:

❌ “You just need to practise more.”
❌ “Slow down.”
❌ “You know this!”
❌ “Try harder.”
❌ “Your brother/sister could do this at your age.”

Even when these comments are well-intentioned, a child who is already finding literacy difficult may hear:

“I’m not good enough.”

Instead, try:

❤️ “I can see this is difficult for you.”
❤️ “Let’s work it out together.”
❤️ “You don’t have to get it right first time.”
❤️ “Being good at reading isn’t what makes you clever.”
❤️ “I’m proud of the effort you’re putting in.”

As a dyslexia assessor, I’m interested not only in what a child can and can't do, but also in how their difficulties are affecting their confidence, wellbeing and experience of learning.

A child can struggle academically and still be bright, creative, funny, curious and capable.

Let's make sure they know that.

Tomorrow: 5 simple things you can do at home to make the return to school easier.

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