Target Dyslexia

30/07/2026

The Curious History of Silent Letters: When English Spelling Went Rogue
English spelling can sometimes feel like it was designed to confuse us.
Why does knight have a k that nobody pronounces? Why does gnaw begin with gn when we simply say “naw”? And perhaps most surprising of all, why does island contain an s that seems to have absolutely no business being there?
The answer is a fascinating mixture of linguistic evolution, historical accident — and, in the case of island, a little bit of scholarly meddling.
Once upon a time, English was much more sensible
Before the Norman Conquest, English spelling was considerably more phonetic than it is today. Scribes generally wrote words in ways that reflected how they were pronounced.
Take knight - in Old English, it was written cniht wasn't pronounced anything like the word we use today. The k at the beginning was actually pronounced, while the h represented a harsh, guttural sound — close to the ch in the Scottish loch.
So saying cniht would have involved pronouncing something much closer to “k-niht” than our modern “night”.
But languages don't stand still and over the centuries, English speakers gradually made their pronunciation easier and smoother. Awkward consonant combinations died out in everyday speech. The k in knight fell silent as did the guttural sound represented by gh. Similar changes happened to words such as gnaw, knee, and sword.
The problem was that the spelling didn't necessarily follow the pronunciation which is where things get interesting.
When spelling became set in stone
In the late 15th century, William Caxton introduced the printing press to England. Printing was revolutionary and books could suddenly be produced at scale. However, printers wanted consistent spellings and once a particular spelling became established in printed books, it was much harder for it to change.
Spoken English continued to evolve - pronunciations shifted, consonants disappeared and vowels changed dramatically. But the printed spellings of many words remained stubbornly fixed. The result was a growing gap between how English looked and how English sounded.
By the time the dust had settled, we were left with wonderfully strange spellings such as:
• knight, with its silent k and gh
• gnaw, with its silent g
• knee, with its silent k
• sword, with its silent w
The letters weren't necessarily pointless. They were historical fossils — remnants of pronunciations that had disappeared centuries earlier.
Then came the scholars
But the printing press isn't responsible for every silent letter.
During the 16th and 17th centuries, some English scholars became rather enthusiastic about Latin and Greek. English, they felt, was a relatively humble language and could do with a little classical sophistication and they started modifying spellings to make them look more closely related to their supposed Latin ancestors.
Take debt for example - the Middle English form was dette, borrowed from French. But scholars inserted a b because the word originally came from the Latin debitum. Doubt, influenced by the Latin dubitare, and receipt, influenced by the Latin recepta underwent the same process.
But sometimes scholars were so enthusiastic that they went too far. Island, for example, is an imposter. Scholars assumed it came from the Latin insula. In fact, the word is derived from the Old English īglond. Nevertheless, the spelling was altered to include an s, presumably because it looked rather more respectable and Latin. So the s in island isn't really a linguistic fossil. It's more like an historical error that nobody ever bothered to correct.
So are silent letters completely useless?
Surprisingly, no. Although some silent letters are simply historical baggage, others perform useful jobs in modern English.
Consider the silent e at the end of words which typically acts as a little pronunciation signal, telling us that the preceding vowel should usually have its “long” sound:
mat → mate
bit → bite
That tiny e changes the pronunciation — even though we don't say it.
Silent letters can also help us distinguish between words that sound identical when spoken.
Consider:
know / no
hour / our
two / too / to
When we hear these words, pronunciation alone doesn't tell us which one is intended. Their different spellings provide a visual clue.
So perhaps we shouldn't think of silent letters as entirely useless. Some are fossils. Some are historical accidents. Some were added by overenthusiastic scholars trying to make English look more classical.
And some are actually doing a useful job.
The real problem is that English has accumulated all of these layers without ever having a proper clear-out.
Languages evolve. Pronunciations change. Spelling gets printed, taught, copied and passed down.
And before you know it, we're left explaining to children why knight starts with a k that hasn't been pronounced for centuries — while trying to convince them that English spelling actually makes sense.
It doesn't.
But that's rather what makes it interesting.

17/06/2026

08/05/2026

Lorraine was delighted to receive this message a short while ago completely out of the blue. It was from Ruby King, one of her former students. Ruby was very happy to let us publish her message and even provided a photo. It's important to remind younger children who are struggling with dyslexia that self-belief and application can lead to great success.

08/05/2026

Have confidence in yourself!

16/03/2026

Some of the best engineers and inventors have been dyslexic

24/02/2026

When you first hear the word dyslexia attached to your child, it can feel heavy. Questions pile up quickly. Will they struggle forever? Will school become a battle? Has something gone “wrong”?
Take a breath.
Dyslexia is not a verdict on intelligence, ambition, or future success. In fact, many of the traits that sit alongside dyslexia can become remarkable strengths — especially when children receive the right support early on.
Let’s talk about what that support can look like, and why there is genuine reason for optimism.

Dyslexia is a different way of thinking — not a deficit
Dyslexia primarily affects reading, spelling and processing written language. It does not affect intelligence. Many children with dyslexia are highly capable, creative thinkers whose brains are simply wired differently.
Research and experience show that dyslexic learners often develop:
• Strong visual and spatial reasoning
• Creative problem-solving skills
• Big-picture thinking
• High emotional intelligence
• Resilience and adaptability
It’s no coincidence that entrepreneurs like Richard Branson, scientists like Carol Greider, and filmmakers like Steven Spielberg have spoken publicly about their dyslexia. Many credit it with shaping how they think and innovate.
Of course, that doesn’t mean school is easy. But it does mean your child’s brain comes with powerful potential.

Why confidence often takes the first hit
The real damage of undiagnosed or unsupported dyslexia isn’t academic — it’s emotional.
Children quickly notice when reading feels harder for them than for classmates. They may:
• Avoid reading aloud
• Become anxious about homework
• Call themselves “stupid” (even when they’re anything but)
• Start to disengage in class
By the time dyslexia is identified, confidence may already be fragile.
This is where the right one-to-one support can be transformational.

How One-to-One Tutoring Makes a Difference
In a busy classroom, teachers must move at a pace that suits most pupils. A dyslexic child often needs a different pace and a different method. One-to-one tutoring creates space for both.

1. A safe space to make mistakes
Many children with dyslexia live in fear of getting it wrong in front of peers. Individual sessions remove that social pressure. When mistakes are treated as part of learning, anxiety drops — and learning accelerates.
Confidence grows not from getting everything right, but from feeling safe enough to try.

2. Teaching that matches how dyslexic brains works
Effective dyslexia tutoring is structured, multisensory and systematic. That means:
• Seeing words
• Saying them aloud
• Writing them
• Hearing the sounds
• Using movement and memory cues
This approach builds stronger neural pathways and helps reading become more automatic over time. When children finally experience success with reading — sometimes after years of struggle — the shift in self-belief can be profound.

3. Practical coping strategies for school
One-to-one sessions also equip children with tools they can use independently:
• Breaking longer words into manageable chunks
• Using coloured overlays or reading rulers
• Planning writing with visual mind maps
• Learning spelling patterns instead of memorising random lists
• Developing strategies for exams and timed tasks
These are life skills, not quick fixes.

4. Restoring a sense of capability
Perhaps the most important outcome of tailored tutoring is this:
Your child begins to understand why reading feels harder — and realises it isn’t because they aren’t clever.
When children understand their learning profile, something powerful happens. Shame is replaced with explanation. Confusion is replaced with strategy.
Instead of thinking, “I can’t do this,” they begin to think, “I need to do this differently.”
That is a life-changing shift.

Early Support Matters — But It’s Never Too Late
If your child has recently been diagnosed, early intervention can prevent confidence from dipping further.
If they are older and have been struggling quietly for years, one-to-one support can still rebuild foundations and self-belief.
Brains remain adaptable. Progress is possible at any age.

Looking Ahead
It’s natural to worry about GCSEs, university, or future careers. But remember: academic success has never depended solely on spelling accuracy.
The modern world values:
• Creative thinking
• Innovation
• Leadership
• Problem solving
• Communication
Many dyslexic individuals excel precisely because they have learned to think around obstacles.
Your child may need different tools — but different does not mean disadvantaged.
With patient, structured one-to-one tutoring, children with dyslexia can:
• Strengthen reading and writing skills
• Develop effective coping techniques
• Regain confidence
• Discover their strengths
• And most importantly, believe in themselves again
If you’re feeling anxious right now, that’s understandable. But a diagnosis is not the closing of doors.
It’s the beginning of understanding how your child’s brilliant, different mind works — and giving them the support to thrive.

24/02/2026

On 23 February 2026, the UK Government published the white paper Every Child Achieving and Thriving, outlining plans to reform the SEND (special educational needs and disability) system. Since its 2014 introduction, the system has struggled under rising demand, with EHCPs increasing by 80% since 2018 and SEND spending hitting £11 billion, as diagnoses of ASD and ADHD have grown. Local authorities have often resisted provision, forcing parents into costly tribunals.

The proposed reforms aim to make the system financially sustainable and simpler by shifting support into mainstream schools. Children could receive help earlier through individual support plans, more specialist spaces, improved teacher training, and in-school specialists. Mild to moderate dyslexia may now be supported within school without an EHCP, while EHCPs would focus on severe or complex needs. Some eligibility may be reassessed, especially at secondary school transition.

For parents, the key message is that early identification and school-based support will become central, and structured literacy interventions may be offered without a formal plan. Children already in special schools are not expected to lose support. Success depends on consistent funding, teacher training, and how EHCP criteria are applied. The shift signals a move from “fight for a legal document” to “support delivered as standard,” with final outcomes still uncertain.

For more details about the proposed changes, go to www.targetdyslexia.org

10/02/2026

Dyslexic people have right brain strength!