11 Plus Tips for Children With Dyslexia
If your child has dyslexia and you are wondering whether the 11+ is fair, possible, or worth
attempting, this article is for you.
The short answer is yes, children with dyslexia can absolutely succeed at the 11+, including at the most
selective schools. The longer answer involves planning, advocacy, the right kind of preparation, and a
clear eye on what is and is not within your control.
Here is what I would say to a friend at the start of this journey.
Start with a proper assessment
If your child has not been formally assessed by an educational psychologist or specialist teacher, this
is the first thing to do. Why? Because every other piece of advice in this article depends on:
- Knowing the specific profile of difficulty (reading speed, decoding, spelling, working memory,
processing speed, all vary) - Understanding strengths alongside difficulties (most dyslexic children are strong on verbal
reasoning, comprehension at depth, and creative thinking) - Being able to apply for access arrangements at exam time, which require formal assessment
evidence
A good assessment costs around £600 to £900 and is one of the most useful investments you can
make ahead of the 11+.
Apply for access arrangements early
Most state grammar schools and independent schools offer access arrangements for children with
diagnosed difficulties. These can include:
- Extra time (typically 25 percent)
- Rest breaks
- A reader for the questions (in some schools, for some papers)
- A scribe for written elements (rare at 11+, but available in specific cases)
- Coloured paper or coloured overlays
- A separate room
Each school has its own process. You will typically need to apply for arrangements 6 to 12 months in
advance of the exam, with your educational psychologist’s report as evidence.
Important: do not wait until close to the exam to do this. The application process can take weeks, and
missing the deadline means sitting without arrangements.
Plan preparation around your child's strengths
Most dyslexic children are not weak at the underlying skills the 11+ rewards. They are weak at the
specific mechanism of decoding text under time pressure. That distinction matters.
What this looks like in practice:
Lean into oral comprehension
If your child can understand a complex passage when read aloud but struggles when reading it
themselves, audiobooks are a real preparation tool. Pair a written copy of a book with the audiobook.
Many dyslexic children’s comprehension is well above their reading age; auditory exposure builds the
comprehension skill while easing the decoding burden.
Build vocabulary actively
Vocabulary depth often comes more easily to dyslexic children through conversation, audiobooks, and
family discussion than through silent reading. Use the channel that works.
Write often, but with the right tools
Many dyslexic children have strong, vivid creative ideas but struggle to get them down on paper.
Useful approaches:
- Plan thoroughly before writing (the plan reduces the cognitive load when writing)
- Type some pieces, particularly when developing voice
- Train handwriting separately, in short bursts, rather than relying on writing pieces to also
serve as handwriting practice - Mark for ideas and structure first, accuracy second. The skill of having something to say is
more valuable than tidy spelling early on.
What to do about spelling
Spelling will come slower for a dyslexic child. That is not a moral failing, it is a neurological pattern.
What works:
- Multi sensory teaching: see the word, say the word, write the word, trace the word
- Pattern based teaching rather than rote memorisation. Why does “science” have ‘ie’? Why does
“receive” have ‘ei’? Patterns embed better than lists. - Daily 10 minute drills rather than weekly long sessions. Spaced practice works better with
dyslexic memory profiles. - Realistic expectations: dyslexic children may always be slightly weaker on spelling than their
peers. The aim is fitness for the exam, not perfection.
Schools assessing 11+ work tend to give more weight to ideas, structure and vocabulary than to perfect
spelling. A piece with brilliant ideas and a few spelling slips outscores a dull piece with perfect
spelling. Mostly.
Choose target schools thoughtfully
Some schools are more dyslexia friendly than others. When researching, look for:
- Whether the school has a SENCo (Special Educational Needs Coordinator) who is genuinely
engaged, not just a name on a webpage - Whether they have a specific support pathway for dyslexic pupils (some independents have
outstanding ones) - What their stance is on access arrangements at 11+
- Whether their internal assessments allow time and support
- Whether their teaching style fits a dyslexic learner (small classes, multi sensory teaching,
opportunities for oral expression)
Some highly academic schools are still excellent for dyslexic children with the right support. Others
are not, regardless of brand. Visit. Talk to the SENCo. Ask current parents.
What to avoid
- Drilling longer hours when shorter, focused sessions would work better. Working memory
limits mean that 30 minutes of high quality work beats 60 minutes of tired effort, particularly
for dyslexic children. - Using just one approach. Multi sensory, varied, mixed channel work outperforms repetitive
paper based practice. - Letting spelling become the centre of preparation. Strong vocabulary, ideas, comprehension,
and reasoning should remain the focus. Spelling is one piece, not the centre. - Comparing to non dyslexic peers. Their journey is different. Compare your child to their own
progress, week by week, term by term.
What this looks like at Academic Success
We work with several dyslexic children every year, and we plan their preparation around their specific
profile. Strengths first. Multi sensory teaching. Reasonable pace. Honest conversations about which
schools fit.
If your child has dyslexia and you are wondering whether 11+ preparation can work for them, please
come and have a conversation. We will be honest with you about what is realistic, what is hard, and
what is genuinely achievable.
Book a free 15 minute call. Bring the educational psychologist’s report if you have one. We will talk
through what the next 12 to 18 months could look like for your child specifically.
Frequently asked questions
Should my child even attempt the 11+?
Yes, almost always, if they want to. Children with dyslexia regularly succeed at the most selective schools, particularly with proper preparation and access arrangements. The harder question is which schools are right for them, and which preparation approach fits their specific profile.
Will dyslexia disadvantage my child in the exam?
Yes, on tests of reading speed and accuracy. No, on tests of comprehension at depth, reasoning, vocabulary, and creative writing where ideas are valued. Access arrangements address the disadvantage on speed; underlying preparation addresses everything else.
How early should I get my child assessed?
If you suspect dyslexia, as early as you can. Year 3 or Year 4 is ideal, both because it informs preparation and because access arrangements are easier to apply for with a longer paper trail. Year 5 is still in time but tighter.
How important are access arrangements?
Very. A 25 percent extra time allowance can lift performance significantly, especially in timed multiple choice papers where decoding speed is the rate limiting factor. Apply early.
How do I support my child emotionally through this?
Honestly. Acknowledge that the work is harder for them. Celebrate what they do, not what they cannot. Find them mentors and books featuring dyslexic protagonists or successful dyslexic adults. Build a story for your child about their difference that does not centre on deficit.
