Learning to read and write can take extra effort for students with dyslexia. They may need more time to recognise words, spell accurately or organise their ideas. Literacy progress is important, but so is how students feel about themselves as learners. When students feel capable and supported, they may be more willing to practise, try unfamiliar tasks and ask for help. Low confidence, on the other hand, can make them avoid reading aloud, give up quickly or hesitate to participate because they are worried about  making mistakes. 

Self-esteem does not replace explicit literacy instruction. Instead, it can help create the  emotional safety students need to engage with that instruction, recognise their achievements and continue learning. 

Reading challenges can affect how students see themselves 

When a student finds reading harder than their peers, they may begin to think they are “not good enough” or “not as smart as their classmates”, even when they are working hard. Repeated difficulties or comparisons with others can affect how they view their  abilities and make them less willing to attempt challenging tasks. 

Dyslexia affects literacy skills, but it does not define a student’s intelligence, creativity, curiosity or potential. Parents and educators can explain dyslexia in clear, respectful language and remind students that people learn in different ways. For example, an adult might say, “Reading and spelling take extra practice for you, but that does not mean you cannot learn. We can work out which strategies help you.” 

Create a supportive environment where students can keep trying

Students are more likely to take learning risks when they know mistakes will be treated  as part of learning rather than as something to be embarrassed about. Avoid putting  students on the spot to read aloud without preparation, comparing their reading abilities with their classmates or showing frustration when they struggle with a word. Give them enough thinking time, offer help calmly and break challenging work into manageable steps. 

Parents and teachers can also plan achievable tasks that allow students to experience success. For example, a student might practise a small group of words with a familiar spelling pattern, read a short passage at an appropriate level or reread a book they already know. Once the task feels manageable, adults can gradually introduce a little  more challenge while continuing to provide support. 

Recognise specific progress and effective strategies 

Literacy progress can happen gradually. A student might accurately decode an unfamiliar word, remember a spelling pattern, read a sentence more smoothly or feel ready to contribute during a lesson. Notice these specific improvements and compare the student’s current work with their own earlier work rather than with a classmate’s.

Encouragement is most useful when it identifies what the student did and how it helped.  Instead of simply saying, “Good job for trying”, you could say, “You looked at the letter  pattern and blended the sounds to read that new word,” or “You remembered to break the longer word into syllables.” This recognises effort as well as the effective strategy and literacy skill the student is developing. 

Small, realistic goals can make progress easier to see. A student might aim to practise five target words, read one short passage with support or use a taught decoding strategy when meeting an unfamiliar word. Review the goal together and acknowledge what  improved. If the goal was too difficult, adjust it rather than treating it as a failure. 

Make room for strengths beyond literacy 

Students have interests and strengths beyond reading and writing, such as sports,  music, art, storytelling or solving practical problems. Give them opportunities to demonstrate these abilities at home and in school. For example, a student who enjoys drawing could illustrate a story. These opportunities remind students that their value is not measured by how quickly they read or spell. Recognising other strengths does not mean lowering expectations or avoiding literacy support; it means seeing the whole student while helping them develop the skills they need. 

Help students speak up for what they need 

Self-advocacy means learning to explain what helps and asking for support when needed. Parents and teachers can model simple, respectful phrases such as, “Could  you repeat the instructions, please?”, “Can I have a little more time to finish?” or “Could you show me the first example?” Practise these phrases through role-play and praise  students for using them. 

Younger students may need adults to model the words, offer reminders and help them decide when to ask. Over time, adults can gradually step back as students become more  confident in identifying what they need. Treating support as a normal part of learning helps students understand that asking for help is a useful skill, not a sign of weakness. 

Progress and self-esteem belong together 

Every student’s literacy journey is different. Alongside reading and writing goals, help students build a steady belief that they can learn, use helpful strategies, ask for support and make progress at their own pace. Provide achievable challenges, recognise specific improvements and make space for interests that allow them to shine. 

Self-esteem and literacy development can support one another: as students notice their  progress, they may feel more willing to practise, and continued practice gives them more  opportunities to develop their skills. With patient guidance and realistic expectations,  reading and writing can become areas of growth rather than measures of a student’s worth.