The Rose Report (Rose, 2009) outlined a set of recommendations for the management of dyslexia in the U.K after a range of issues were found. Despite these recommendations, recent reports, and a review on SEND provision indicates that issues are still prevalent in the process of diagnosis and support for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as the solutions most important for overcoming these barriers. Parents of primary school children with dyslexia were recruited for the study and were presented with a three round iterative questionnaire surrounding their experience of their child’s dyslexia management. Responses indicated that major issues are still present in the management of dyslexia. Two major overarching issues were identified: the lack of sufficient training for teachers around dyslexia, both initially and from continued professional development, and insufficient funding for dyslexia in schools and local authorities. Overall, the study indicated that better guidance and framework is needed to ensure that reform and spending leads to tangible change in the process of identification and provision of support for children with dyslexia in primary education in the U.K.

The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as solutions to overcoming these barriers. Parents of primary school children with dyslexia were recruited for the study and were presented with a three round iterative questionnaire surrounding their experience of their child's dyslexia management. Parents' experiences of their child's diagnosis were explored to provide a first‐hand account of the diagnosis procedure. Two overarching issues were identified: parents perceive that teachers have a lack of training around dyslexia, both initially and from continued professional development, and parents believe there is insufficient funding for dyslexia in schools and local authorities. Overall, the study indicated that better guidance is needed to ensure that reform and spending leads to tangible change in the identification of dyslexia and provision of support for children with dyslexia in primary education in the United Kingdom.