Touch typing for dyslexia and dyspraxia: a UK guide for parents and SENCOs
Touch typing can make writing more manageable for some children and teenagers with dyslexia or dyspraxia (developmental co-ordination disorder, DCD), because it reduces the physical effort of handwriting, makes editing easier and opens up tools such as spellcheck and text-to-speech. The British Dyslexia Association suggests helping children learn to touch type, and the NHS notes that access to a computer can make homework easier for children with DCD. Typing is not a treatment and it will not suit every pupil, but as part of wider support agreed with the school's SENCO it is a practical skill worth building, ideally well before GCSEs.
This article is general information for parents, carers and school staff. It is not medical or diagnostic advice. If you are worried about your child's reading, writing or co-ordination, talk to their school and, where appropriate, your GP.
Why can typing help pupils with dyslexia or dyspraxia?
Dyslexia and dyspraxia are different conditions. Dyslexia is a common learning difficulty that mainly affects reading, writing and spelling, while DCD affects physical co-ordination, which often shows up in handwriting. In both cases, though, writing by hand can take a great deal of effort, leaving less attention for the ideas a pupil is trying to express. Typing can shift some of that load.
The first gain is physical. Pressing keys is a simpler, more consistent movement than forming letters, and the NHS page on treatment for DCD (dyspraxia) in children notes that access to a computer can make homework easier and that some schools will provide a laptop. Typed work is also always legible, so teachers mark what the pupil meant rather than trying to decipher it, and editing becomes quick: moving a sentence or fixing a word takes seconds, with no crossing out or rewriting a whole page.
Typing also opens the door to support tools. The NHS page on living with dyslexia explains that word processing programs have spellcheckers that highlight mistakes and that text-to-speech software can read work aloud, which makes errors easier to hear. The BDA's homework advice for parents makes a similar point, suggesting that parents show children how to use spellcheck and help them learn to touch type.
Touch typing specifically, rather than typing with two fingers, matters because the aim is for the keyboard to become automatic. A pupil who has to search for each key is still spending effort on the mechanics of writing; once finger movements are learned, attention can return to content. It is worth being realistic, too. Some pupils find learning to type hard work, especially when co-ordination is a challenge, and progress may be slower than for their classmates. That is normal. The goal is a comfortable, reliable way of writing, not a speed record.
How does SEND support work in school, and who should you talk to?
In England, support for pupils with special educational needs is guided by the SEND Code of Practice: 0 to 25 years, and every mainstream school has a SENCO (special educational needs co-ordinator) who co-ordinates it. Most pupils receive SEN support, which is the help a school puts in place itself through a cycle of assess, plan, do and review; access to a laptop or keyboard skills teaching can be part of it. Children and young people who need more than SEN support can provide may need an education, health and care plan (EHCP), and you can ask your local council for an EHC needs assessment. GOV.UK explains how EHC plans and assessments work.
The government consulted between February and May 2026 on reforms to the SEND system in England, so some of this may change; check GOV.UK for the latest position. Wales, Scotland and Northern Ireland have their own systems for additional learning or support needs, so families there should ask their school or local authority what applies.
A good first step is a conversation with the SENCO. Useful questions include whether your child could use a laptop in lessons, whether the school offers any keyboard skills teaching, and how you can practise at home in a way that matches what happens in class. Looking ahead to GCSEs and A levels, using a word processor in exams depends on it reflecting a need and being the pupil's normal way of working in school; our guide to using a word processor in GCSE and A level exams explains what the JCQ rules say.
How should a child with dyslexia or dyspraxia practise touch typing?
Keep sessions short and frequent
Ten to fifteen minutes a day works better than a long session once a week. Short sessions are less tiring, easier to fit around homework and give the fingers regular repetition. Stop while your child still feels positive, not when they are frustrated.
Start with the home row, accuracy first
Begin with the fingers resting on the home row (A S D F and J K L ;), using the small ridges on F and J to find the position without looking. Our guide on how to position your fingers on the keyboard walks through it. Add new keys a few at a time before moving to the top and bottom rows, and encourage slow, correct key presses. Speed grows naturally once movements are automatic, whereas rushing builds habits that are harder to undo, so celebrate fewer mistakes rather than higher words-per-minute figures.
Make it multi-sensory
Structured, cumulative and multi-sensory teaching is widely recommended for learners with dyslexia, and the BDA has long championed it. For typing, that can mean saying letters or words aloud while typing them, feeling the ridges on F and J, and listening to typed work read back with text-to-speech, which helps pupils catch errors that are easy to miss when reading silently.
Adjust the screen and the seat
The BDA's Dyslexia Style Guide recommends clear sans serif fonts such as Arial, Verdana or Calibri, and dark text on a light background that is not bright white, such as cream or a soft pastel. Most word processors and browsers let you change the font, size and page colour, so try a few settings with your child and keep what they find most comfortable; preferences vary from person to person. For pupils with DCD in particular, a stable seat, feet supported and the screen at a sensible height make typing noticeably more comfortable.
Use typing for real work
Once the basics are in place, let your child type short pieces of homework or notes. Using the skill for something meaningful keeps motivation up and, if a laptop is agreed with school, helps make it their normal way of working.
What does a simple weekly routine look like?
| Day | Activity (10 to 15 minutes) |
|---|---|
| Monday to Thursday | Short lesson on new keys, then a few minutes of review of keys already learned. |
| Friday | Type a few sentences of real work, such as a homework answer, and listen to it read back. |
| Weekend | Optional: a short game or typing exercise, or a rest day. |
Most people need several weeks of regular practice before typing without looking feels natural, and it often takes longer when co-ordination is a challenge. Progress tends to come in small steps, so compare your child with where they started rather than with siblings or classmates.
Where Kluppy fits
Kluppy is one general typing course you could use for regular practice. It is not designed specifically for dyslexia or dyspraxia, so check with your child or their SENCO whether it suits them. A free account includes the finger-placement level plus levels 1 to 7 of the typing course, with no card required, and it runs in the browser on computers and Chromebooks with nothing to install and no ads. You can measure a starting point with the free typing test, which needs no sign-up. Schools can use a teacher panel with per-pupil reports on speed, accuracy and practice time; UK school prices are on our pricing page, and family plans for the UK are coming soon.
Frequently asked questions
Does touch typing help with dyslexia?
It can help some pupils with the writing side of school work, by reducing handwriting effort, making editing easier and giving access to spellcheck and text-to-speech. The British Dyslexia Association suggests helping children learn to touch type. It is not a cure or a treatment, and it works best as part of wider support agreed with the school.
Is touch typing useful for children with dyspraxia (DCD)?
For some children, yes. The NHS notes that access to a computer can make homework easier for children with DCD and that some schools provide a laptop. Learning may take longer and should be kept short, regular and low-pressure. An occupational therapist or the SENCO can advise on your child's needs.
What age should my child start?
Many children can start structured touch typing in primary school; see our guide to touch typing in UK primary schools. For pupils who may use a laptop in GCSE exams, starting by Year 9 leaves time to make it their normal way of working.
Can my child use a laptop in exams if they have dyslexia?
Possibly. It depends on their needs and on a laptop being their normal way of working in school, and the centre decides. A diagnosis alone does not guarantee it, so talk to the SENCO early.