A parent’s guide to supporting children who find reading difficult: Ross’s story

“I often felt like I was failing, even though I didn’t understand why learning was so hard for me.”

Writer Ross Duncan grew up knowing that reading was harder for him than it seemed to be for other children. He wanted to do well at school but when learning felt more difficult for him, it left him feeling like he ​‘wasn’t good enough’ – a feeling he carried for years. 

Ross was diagnosed with dyslexia when he was in his early 40s. That late diagnosis helped him make sense of his school experience, but it also highlighted how long he’d gone without the right support. 

When he became a parent, he recognised the same patterns in his daughter: reading required more effort, focus could drift, and understanding a text sometimes took longer. This time, he chose patience and support, determined to encourage her learning. Dyslexia is a difference in the way the brain processes written language, which can affect reading, spelling and writing. Around 10% of people in the UK have dyslexia (1), so in almost every classroom there will be children who need a different route into reading. 

Dyslexia can run in families. Research suggests that if a parent has dyslexia, there is about a 45% chance their child will have it too. In Ross’s family, that pattern is clear: his father had dyslexia, Ross has dyslexia, and his daughter does too.

Ross’s story is a reminder that you can be a brilliant reading supporter even if reading doesn’t come easily to you. Here, he shares his three top tips for helping children who need extra support with reading – especially when you’ve had similar experiences yourself.

1. Building confidence through choice

Ross’s experience taught him a simple lesson: you can’t force a child to enjoy reading. If reading becomes high pressure and all about correcting mistakes, children may start to avoid it completely.

So Ross and his wife changed the question from ​“How do we make her read?” to ​“What would make her want to read?” When they asked their daughter what she’d choose, her answer was simple: comics.

That shift matters. Giving children autonomy and choice helps them feel ownership over reading – and that’s often the start of a real reader identity. When a child gets to choose what goes in their hands, they’re more likely to pick something they actually enjoy, return to it, and build confidence through success.

Once Ross saw that comics were his daughter’s ​“way in”, he actively researched dyslexia‑friendly reading options that matched her interests, looking for resources designed to help children like her feel capable – not tested. That’s when he found Dekko Comics, which presents learning materials in comic form. He liked that they use colour, pictures and dyslexia‑friendly fonts to make reading feel more accessible and engaging – and that they were created by someone drawing on their own experience of dyslexia.

Key takeaway: Follow your child’s interests and keep pressure low. Choice and enjoyment are powerful motivators – and they’re often the fastest route to reading confidence.

2. Why graphic novels are a great for dyslexic readers

Comics and graphic novels can be a brilliant format for those experiencing challenges on their reading journeys – not as a ​“lesser” option, but as an accessible, motivating one. Encouraging a format of reading that is both enjoyable and accessible can reduce the anxiety and frustration that sometimes comes with longer text. It also helps children build skills gradually, taking in meaning in small amounts alongside the visual narrative – which can create a real sense of achievement. 

There’s also a practical reason these formats can work so well: a sequential story in pictures supports understanding. Visuals help children track plot, emotion, and action – so they can stay connected to the story even when decoding every word requires extra effort. As Jay Stansfield (author of Bookmark’s special graphic novel editions of The Story Corner) puts it: ​“a graphic novel, a sequential story in pictures, in a fun, sort of engaging way… is essential for kids who may feel that they might get left behind.” 

Used well, comics and graphic novels can also create a low‑pressure reading environment at home:

• They make it easier to dip in and out without losing the thread.
• They naturally encourage rereading (which builds fluency without it feeling like ​“extra practice”).
• They give children frequent ​“I finished it!” moments – and that confidence carries over.

Key takeaway: The ​“right” book is the one your child will actually read. Comics, graphic novels, illustrated non-fiction, magazines and joke books can all be the spark that makes reading feel possible – and enjoyable

3. Creating home reading routines with a child with dyslexia

When reading is difficult, how you read together can matter just as much as what you read. The aim is to keep things calm, achievable and confidence‑building – so reading feels like a shared moment, not a test.

Try these practical approaches:

• Keep it short and regular: break reading into 15‑minute bursts (or less if needed). Short sessions can feel manageable and reduce fatigue.
• Take turns reading: you read a page, they read a page (or you read the tricky parts). This keeps the story moving while protecting confidence.
• Ask gentle questions: pause to chat about what’s happening – ​“What do you think will happen next? How do you think they’re feeling?” This builds comprehension and keeps the focus on meaning, not mistakes.
• Celebrate effort, not accuracy: if your child hesitates or gets words wrong, respond with warmth. Reading should feel safe and encouraging.

Key takeaway: Aim for small, calm moments – shared turns, short bursts, and plenty of encouragement. Confidence grows fastest when reading feels safe.

A message of reassurance for young readers

Ross is proud of his daughter’s achievements, but what matters most to him is how she sees herself now. With understanding and support, she gained a confidence that lasts well beyond the classroom.

Our One-to-one Reading Programme can be the perfect space for young readers to practice their skills in a low pressure, non-academic environment, with a supportive volunteer.

For any child who finds reading difficult, Ross wants them to know they are not alone. Dyslexia simply means ​“your brain works differently – and that’s okay.” His message is to: ​“take your time, find what you enjoy reading, and ask for help when you need it.”

Most importantly, you are not defined by how fast you read or how well you spell. You are defined by your ideas, your effort and your determination – and your story is still being written. 

And for parents who are carrying their own tough school memories, Ross’s family story offers hope: when you notice the signs, get the right support and prioritise the enjoyment of reading, stories can become an inspiring, joyous thing.