What To Do If Your Child Has Dyslexia

First of all, don`t panic. There is help at hand. Research into dyslexia (from the Greek for `bad` and `word`) has moved forward rapidly in the last few years, largely due to Magnetic Resonance Imaging, or MRI scanning, allowing researchers to observe brain activity through non-invasive means. This has shown a difference in brain activity between dyslexics and non-dyslexics when given reading and writing tasks. It has revealed that the parts of the brain in dyslexics responsible for processing language, either seen (visual processing) or heard (auditory processing), are less active during these tasks. So while the eyes and ears are taking the information in OK, the dyslexic brain is less able to make sense of this information.

The key to supporting a dyslexic child is finding the right help and, where possible, as early as possible. Early intervention is increasing being seen as critically important in the effectiveness of dyslexia support. Good quality first teaching, i.e. mainstream reception class teaching, is seen as crucial in supporting all children but especially those struggling to extract meaning from, or decoding, the written word, i.e. dyslexia. Sadly, evidence suggests that this quality first teaching is not happening in all schools, nor do many mainstream teachers have training in dyslexia support, so that there are children with dyslexia slipping through the net.

While early intervention makes a big difference, that`s not to say older children who may have missed out on quality first teaching can`t be helped, they can. It will require a teacher experienced in dyslexia support taking them back through the basics of reading and writing, including phonic awareness, on a one-to-one (1:1) basis. That is where private tuition comes in. There are all sorts of different methods an experienced tutor will use to help a dyslexic child learn. As dyslexia means either, or both, the visual and auditory processing areas of the brain aren`t functioning efficiently, then traditional auditory and visual teaching styles become less effective. However, kinesthetic, or learning by doing, and tactile methods can really help, as can memory development methods such as over-learning, memory aids (mnemonics), and humour.

Parents can also support their dyslexic child. Reading with them on a regular basis, 5-10 minutes at a quiet time each day (not while rushing round for school/work!). Allow the child to choose the book (`Real Books`). Start by reading the words together, then gradually read less as the child gains confidence, just reading tricky words to keep the flow/gist going. Schools call this `Shared Reading`. Libraries are a fabulous resource, use them. They should all stock a range of `larger books for older readers` with pictures which can help elicit meaning but which can also be used to support the need to decode the words to confirm/enhance this. All home reading support must be stress free; learning cannot take place in a stressful, noisy or chaotic environment. If, at any time, you find yourself losing patience, stop, reassure the child, and try again another time. It is worth considering, however, that as dyslexia is inherited there may be a history of reading difficulty in the family, in which case a private tutor may well be better placed to support the child.

The following organisations can provide help: British Dyslexia Association, Dyslexia Action, Dyslexia Research Trust and the Dyslexia Foundation (www.dyslexia-help.org, 0151 709 0545). All can be found on Twitter and by searching on line.