Why talk about it

Children notice when reading feels harder for them. Without an explanation, many decide they are not smart. A clear, kind talk replaces that story with the truth.

Before you talk

• Learn the basics yourself first
• Pick a calm, private moment
• Plan a few simple sentences
• Decide which words you will use
• Make time for questions after

Use the word "dyslexia" only after a diagnosis. In Canada, a licensed professional, usually a psychologist, diagnoses dyslexia. Rules vary by province. In Quebec, a speech-language pathologist also assesses reading and language. Before a diagnosis, talk about "reading being hard right now."

What to say

Keep it short. Match your child's age.

Ages 5 to 8

"Your brain learns to read in its own way." "Reading is harder for you, and that is not your fault." "Your teacher and I will help you learn."

Ages 9 to 12

"Dyslexia means your brain works on sounds and letters differently." "It makes reading and spelling slower and harder." "It has nothing to do with how smart you are." "With the right teaching, reading gets easier."

Teens

"Dyslexia is a common learning disability." "It affects reading and spelling, not intelligence." "Tools like audiobooks and text-to-speech help a lot." "You get to decide who you tell."

Key messages to repeat

1. You are smart.
2. Your brain works differently, not wrongly.
3. Reading is hard work for you, and you work hard.
4. Help is available, and we will find it together.
5. You have strengths, and we will use them.

Hard questions and simple answers

Name their strengths

Make a strengths list together.

• Great at building or fixing things
• Strong storyteller
• Creative problem solver
• Kind friend
• Good at sports, art or music
• Remembers stories when they hear them

Put the list where your child will see it.

Things to avoid

• Do not say "just try harder"
• Do not compare to siblings or classmates
• Do not make reading a punishment
• Do not talk about it in front of others without asking

Keep the talk going

1. Check in once a week. Ask, "How was reading today?"
2. Celebrate effort and small wins.
3. Let your child help plan their supports.
4. Invite questions anytime.
5. Tell the teacher what words you use at home.

Watch for stress

Some children feel sad, worried or angry about reading. Talk to the school if you see this often. Your family doctor is another good place to start.