Speedie Readies: Preventing the Dyslexia Paradox in Reception and KS1
Site for Schools: DyslexiaParadox.com

The Dyslexia Paradox and Why We Need to Prevent It in Reception and KS1

Understanding the Dyslexia Paradox

The term dyslexia paradox describes a clear and persistent contradiction. Research shows that dyslexia can be identified long before children begin to fail at reading, yet most are not diagnosed or supported until they have already experienced years of frustration.

We know that the earliest signs of dyslexia are evident in speech, language, and phonemic awareness skills long before formal reading instruction begins. Despite this, schools often rely on a “wait to fail” model, providing intervention only once reading problems are well established. This delay leads to avoidable difficulties in reading, spelling, and confidence that can affect a child’s entire educational journey.
 

Early Identification Is Possible

Advances in cognitive and linguistic research mean that teachers can now identify risk for dyslexia before reading instruction begins. Skills such as recognising and manipulating speech sounds, blending and segmenting, and linking sounds to letters are strong predictors of later reading success.

The 10-Day Speech Sound Play Plan offers a practical way for teachers to observe these skills in Reception, before starting the phonics programme. When children continue to struggle with phonemic awareness, blending, or sound–letter mapping, this is an early sign that they are at risk of falling behind with phonics and may require additional support.
 

Why the Paradox Persists

Despite widespread awareness, early identification is rarely followed by early action. Schools often lack the resources, tools, or confidence to intervene before a child has failed to meet phonics expectations. Curriculum demands and accountability measures tend to focus on end outcomes, such as the Phonics Screening Check, rather than the learning processes that lead to success.

This mismatch between what we know and what we do is the heart of the dyslexia paradox.
 

Preventing It in Reception and Supporting KS1

Preventing the dyslexia paradox means acting early, during Reception, before literacy difficulties become entrenched. It requires targeted, accessible interventions that can be delivered in ordinary classrooms without additional staffing or timetable changes.

This is the purpose of Speedie Readies. Designed for Term 2 of Reception, it supports the one in five children who struggle to blend or spell words containing the first taught GPCs: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss. 10-minute sessions with a teaching assistant link speech sounds to print and connect spelling with meaning using One, Two, Three and Away! stories,
helping children reach the self-teaching phase quickly and confidently.

Although designed for prevention in Reception, the intervention can also be used flexibly throughout KS1 for pupils who continue to need targeted support with speech–print mapping.

When children can map speech, print, and meaning with confidence, they begin to store words automatically and read independently. This prevents the frustration, loss of confidence, and misidentification that too often follow early reading struggles.

Changing Outcomes

Addressing the dyslexia paradox is not only about preventing reading difficulties. It is about ensuring that no child is left behind simply because their early speech and sound-processing differences were not recognised or supported in time.

By acting early in Reception and providing targeted support across KS1, schools can change the trajectory for children who would otherwise face years of unnecessary struggle. Preventing the dyslexia paradox is both achievable and essential. It begins with the early, speech–print based intervention Speedie Readies.