Talking to Teachers at your Child's School

​How schools can help

If you have concerns about your child’s reading, talk to the teacher first. Working with your child’s teacher is important if your child is dyslexic. The school will identify your child’s strengths and reading needs to provide your child with the most appropriate help. The school may bring in other people to decide if your child needs additional support, such as a specialist teacher or (with parent permission), a student support service officer such as a psychologist.

What the school does

Schools encourage parents to tell them about any concerns they might have. Schools help by:

  • assessing reading and spelling abilities from when your child first starts school using the transition statement worked out with your kindergarten<
  • regularly reporting and monitoring reading progress
  • providing literacy support for students who have progressed as expected by the end of the first year
  • providing classroom assistance for students with reading difficulties and dyslexia.

When to talk to your child’s school

Start talking to your child’s teacher as soon as you have concerns about your child’s progress. The teacher may also approach you.

Who to talk to first at the school

Start with your child’s teacher. A conversation might include:

  • concerns about your child’s progress in reading, their attitude towards learning and their self-esteem
  • what you and the teacher have noticed and when it was noticed
  • what you and the teacher are doing to support the child or young person with the problems, such as focusing teaching on reading difficulties or dyslexia, support in the classroom or supportive home activities.

Your child’s teacher can share with you:

  • assessment and overview of your child’s learning
  • specific difficulties your child is having and how they are being supported at school
  • your child’s strengths
  • how you can help at home.

Features of a successful home–school partnership:

  • reading difficulties or dyslexia are identified early
  • students are helped to make out the sounds in oral language, match sounds to letters and learn the meaning of words
  • practical support is provided
  • activities and tasks are provided that allow students with dyslexia to recognise not only what they have difficulty with, but also their strengths – a common strength among dyslexic children is the ability to recognise images and to visualise.