For children with dyslexia, supporting them starts with preparing teachers

Teaching beyond the immediate word

When a child struggles with a word, giving the answer may help them continue reading. But teaching them how to read similar words independently requires a different level of expertise.

Dyslexia involves persistent difficulty with word reading and spelling, though the challenges vary between children. Recognising dyslexia is only a first step; effective support depends on teaching that targets the skills each child needs.

Understanding sounds and word structure

Many children with dyslexia have difficulty identifying or working with sounds in spoken language. This can make it harder to learn how sounds relate to letters, but a single reading attempt cannot show exactly what instruction a child needs.

The words “reach” and “react” illustrate why teachers need to understand word structure as well as letter–sound patterns. In “reach,” “ea” represents one sound; in “react,” the word divides into “re” and “act,” with separate vowel sounds.

What the teacher study found

One participant described being able to spot struggling readers but lacking the skills and experience to help. The teacher also spoke of feeling deflated and as though they were failing.

The issue is not limited to Scotland. A 2026 meta-analysis covering 143 studies, most from English-speaking countries, identified gaps in teachers’ language and literacy knowledge.

Preparing teachers through practice

Teacher preparation should explicitly cover sound–letter relationships and morphology, or knowledge of word structure. Trainees also need to practise assessing what a child understands and deciding what to teach next.

A review of 20 studies found the largest gains in teacher knowledge came from programmes that let teachers apply their learning with expert guidance. The review also reported preliminary evidence of benefits for children’s word reading.

In Scotland’s Book Buddies programme, trainee teachers paired explicit language and literacy coursework with tutoring for second-year primary pupils needing extra reading support. Each child received two individual sessions weekly over ten weeks.