Abstract
This study explored parents’ experiences providing learning support to their children with dyslexia in the Foundation Phase, in private schools in Gauteng, South Africa. This was a qualitative study within an interpretivist paradigm. Bronfenbrenner’s Ecological Systems Theory was used in this study as a theoretical framework. Data were collected using semi-structured interviews, and thematic analysis was used to analyse the data. The sample was purposively selected, and the target population was parents of children diagnosed with dyslexia in the Foundation Phase. The study consisted of three parents. The findings revealed that parents lacked a clear understanding of dyslexia and showed a need for training and workshops for parents on how to support their children with dyslexia. The study also found that parents experienced emotional difficulties in supporting their children. Some parents felt supported by their child’s school, while others did not, calling for greater support for parents of children who are diagnosed with dyslexia.