It’s important to understand that this has nothing to do with intelligence. Children with dyslexia may be cognitively strong and creative but struggle with the mechanics of reading, requiring specialised support. While a “slow reader” may catch up with extra practice, dyslexia necessitates targeted strategies and professional intervention.
Spotting the Signs Early
Parents and teachers should watch for specific warning signs at different developmental stages. In preschool, you might notice delayed speech, difficulty learning nursery rhymes, or trouble recognising rhyming words. These children often struggle with phonological awareness – the ability to hear and manipulate individual sounds in words.
As children enter primary school, dyslexia typically appears as slow reading, frequent spelling errors, and a tendency to avoid reading aloud. You may see them mixing up letters like b/d or p/q, struggling with the alphabet and letter sounds, or having difficulty remembering sequences like the days of the week.
Family history plays a significant role. Research shows dyslexia has a genetic component and often runs in families. If parents or siblings have reading difficulties, it’s important to pay closer attention to these early signs, as genes can influence how the brain processes language, especially phonological skills.
Clearing Up Common Misconceptions
A persistent myth about dyslexia is that children see letters backwards. This is inaccurate – the real challenge lies in processing language sounds, not visual perception. Another misunderstanding is that children will “grow out of” dyslexia. While it is lifelong, effective intervention and coping strategies can greatly improve a child’s academic success and confidence.
The Emotional Impact
The academic struggles associated with dyslexia can take an emotional toll. Children may feel “less capable” than peers, leading to frustration, embarrassment, and avoidance of schoolwork. Repeated struggles can lower motivation and self-esteem. When dyslexia goes unidentified and unsupported, it can cause academic failure, reduced educational opportunities, and a higher dropout risk. It can also contribute to emotional issues such as anxiety or depression.
Getting Professional Assessment
Identifying dyslexia early can significantly impact a child’s learning journey. Don’t wait until a child is older or has struggled extensively with reading before considering assessment. If a family member has dyslexia or literacy challenges, assess as early as possible.
At ages four to six, children are not expected to read, but important pre-literacy skills like phonological awareness, rapid naming, working memory, and letter-sound links can be evaluated. Early screening tools can flag children “at risk” for dyslexia before formal reading instruction begins.
By Year 1, reading instruction starts, and challenges with sounding out and recognising words may arise. If a child struggles despite good teaching, a full dyslexia assessment is warranted. Best practice suggests not waiting until Year 3 – if difficulties persist by mid-Year 1, an assessment should be considered for prompt intervention.
Early assessment leads to more effective intervention, as the brain is more adaptable in early childhood. It avoids the “wait-to-fail” approach, reducing years of frustration before help is provided. Early support protects self-esteem and allows for tailored support in schools and homes, creating a better learning environment.
Educational psychologists usually conduct evaluations, including cognitive testing to rule out other difficulties and observations of classroom work with teacher input. Schools can initiate referrals for assessment, or parents can seek private evaluations. Success relies on collaboration between school staff, parents, and specialists for accurate assessment and effective support planning.
Effective Treatment Approaches
Successful interventions use structured, multisensory approaches that explicitly teach phonics, decoding, and spelling patterns. Timing is crucial – the earlier support begins, ideally in the first years of school, the better the long-term outcomes. Early intervention typically includes phonological awareness training, systematic phonics instruction, and small-group or individual support.
Children with dyslexia may also qualify for accommodations and modifications in their school environment, such as extended time on tests, less emphasis on spelling in grading, oral testing options, access to readers and scribes, audiobooks, lecture notes, and quiet testing environments.
Parents play a crucial role in advocating for their children by learning their rights, requesting assessments when needed, attending school meetings, keeping detailed records, and demanding evidence-based teaching approaches. Maintaining a collaborative relationship with school staff is essential for success.
Technology as a Learning Tool
Assistive technology has revolutionised support for children with dyslexia. Tools like text-to-speech software, speech-to-text programmes, audiobooks, word processors with spell-check, and organisational apps help learners bypass barriers and access content more independently.
Recognising Hidden Strengths
While dyslexia presents challenges, many children with this learning difference display remarkable strengths. They often excel in creative thinking and innovation, approach problems from unique angles, and develop inventive solutions. Their big-picture thinking allows them to grasp concepts holistically rather than getting bogged down in details.
Many children with dyslexia also demonstrate strong verbal and social skills, thriving in oral storytelling and people-centred activities. Visual-spatial reasoning often emerges as a strength, leading to success in design, engineering, architecture, and art. Importantly, overcoming challenges fosters resilience and perseverance – qualities that serve them well throughout life.
Supporting Success at Home and School
For parents and caregivers, supporting a child with dyslexia means celebrating their talents while providing practical help with academic challenges. Making reading multisensory and engaging is effective. Activities like tracing letters in sand, using finger tracking, and building words with blocks engage multiple senses and reinforce learning.
Focus on teaching phonics and decoding skills, encouraging children to sound out words instead of guessing. Breaking words into smaller chunks and using rhyming games can make phonics instruction enjoyable. Audiobooks help children develop a love for stories without the pressure of decoding, supporting vocabulary and comprehension. Read a page aloud, then have your child follow along with the audiobook for reinforcement.
When tackling homework, help your child break tasks into smaller steps and use visual checklists to track progress. Creating a quiet, organised workspace can improve focus.
Teachers can support students with dyslexia by incorporating multisensory methods with visuals, movement, and hands-on activities. Breaking tasks into smaller steps with clear instructions helps students succeed. Offering extra time for reading, writing, and assessments, along with alternative ways to demonstrate understanding, creates a more inclusive environment.
Moving Forward with Confidence
Remember that dyslexia represents a difference in learning, not a limitation on potential. With proper understanding, targeted support, and early intervention, children with dyslexia can thrive academically while developing creative thinking, problem-solving skills, and resilience.
For additional support and resources, consider reaching out to the International Dyslexia Association, the British Dyslexia Association, or Dyslexia South Africa. Local parent groups, online forums, and school support teams can also provide valuable encouragement as you navigate this journey together. For more information and resources, visit www.bellavista.org.za.
Article by Sairah Rich, HOD Speech and Language at Bellavista School.
