Identifying dyslexia

Identifying dyslexia

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When can dyslexia be identified?

Dyslexia will normally become apparent during the early years of schooling, when a child shows an unexplained difficulty in reading despite having the capabilities to learn, including sound verbal abilities. Even though dyslexia can become apparent in the early years many children are not identified and an evaluation may not be done until adulthood.

How does an unidentified child cope with dyslexia at school?

Many unidentified children develop coping strategies both positive and negative, which can disguise dyslexia. Most children with dyslexia have to work much harder than their peers to remember and apply classroom information. Some children with dyslexia pretend to be less capable than they actually are,this is a negative coping strategy.

Research on early identification:

The earlier a child with dyslexia charactertistics is identified the sooner that child can be directed to effective instruction for their specific need.

A child identified earlier and assisted without the extra burden of the secondary effects setting in, which can include;

low self esteem

frustration

loss of motivation for learning

social and emotional issues including attentional difficulties

What can you do?

Learn about the common characteristics of dyslexia, trust your gut feelings and do something about it. Effective screening for dyslexia will tell you a lot about the type of teaching your child requires.If you feel that your child is displaying indicators of dyslexia, do not listen if someone says, “They will grow out of it” or “All children progress at their own rate”. No one grows out of dyslexia and time is valuable when it comes to dyslexia and a child’s positive self esteem.

See Could it be dyslexia for common characteristics

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Many students in schools go unidentified and unassisted, often it is not until they are failing in literacy areas, that someone, wonders about dyslexia. It is never too late to get identified and assisted  ADA

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