Signs that your child needs to be assessed

Early detection of dyslexia is essential to provide children with the necessary help and support on their educational journey. Identifying the signs that a child might be experiencing dyslexia is the first step towards effective intervention.

This session explores various signs and behaviors that could indicate the presence of dyslexia in children, highlighting the importance of careful observation and collaboration with educators and healthcare professionals for proper assessment.

Persistent Difficulties in Learning to Read and Write

One of the most prominent signs that a child may need to be evaluated for dyslexia is the presence of persistent difficulties in learning to read and write.

These challenges can manifest as slowness in word recognition, frequent spelling errors, and difficulties in associating letters with their corresponding sounds. These difficulties, which persist beyond the initial stages of learning, may indicate the need for a more detailed evaluation.

Resistance or Disinterest Towards Reading

Dyslexia can affect not only a child's ability to read but also their attitude towards reading. If a child shows persistent resistance or disinterest in reading activities, it is important to consider the possibility of dyslexia.

The frustration and low self-esteem associated with reading difficulties can lead the child to avoid these activities, creating a negative cycle that requires intervention.

Problems with Decoding and Reading Comprehension

Word decoding and reading comprehension are areas where children with dyslexia may face significant challenges. Difficulties in recognizing words quickly, frequent confusion between letters and sounds, as well as problems understanding the meaning of what is read, are key indicators. Observing these problems over time may signal the need for a more in-depth evaluation.

Spelling Errors and Difficult-to-Read Writing

Children with dyslexia often make persistent spelling errors and have difficulty producing legible writing. The writing may be messy, with inverted or misplaced letters.

These errors should not be considered simply part of the learning process but may be signs of the specific difficulties that characterize dyslexia. Consistency in these problems is a key element to consider.

Problems with Working Memory and Organization

Dyslexia can affect a child's working memory and organizational skills. Difficulties in remembering sequences, instructions, or important information are signs to watch for. The organization of ideas when writing, as well as the planning and structuring of tasks, can also present challenges.

Observing these non-academic aspects can complement the evaluation of difficulties related to reading and writing.

Delays in Spoken Language Development

Delays in spoken language development are early indicators that could suggest the presence of dyslexia. Difficulties in pronouncing words correctly, problems with grammar, and delays in acquiring new vocabulary can be warning signs.

Observing the evolution of spoken language from infancy to school age can offer clues about the difficulties that might arise in the area of reading and writing.

In addition to tasks directly related to reading and writing, difficulties in associated activities should be observed. These may include handwriting, letter recognition, and the sequencing of events. Difficulties in these areas can be manifestations of the specific cognitive skills affected by dyslexia and should be considered in the comprehensive assessment.

Attention and Concentration Problems in the Classroom

Children with dyslexia often face challenges in attention and concentration in the educational setting. They may show signs of frequent distraction, difficulties in following verbal instructions, and problems staying focused on tasks related to reading and writing. These problems can negatively affect their academic performance and require specific evaluation.

Dyslexia can have an emotional and social impact on children. The frustration associated with academic difficulties can lead to changes in behavior, such as avoidance of reading-related activities, resistance to attending school, and the expression of low self-esteem. Observing these emotional and social aspects is essential for a comprehensive assessment.

Collaboration with Educators and Open Communication with the Child

Collaboration with educators and open communication with the child are crucial elements in identifying signs of dyslexia. Teachers can provide valuable information about academic performance and classroom behavior.

Open communication with the child, encouraging the expression of their feelings and experiences, can reveal how they perceive and cope with difficulties related to reading and writing.

If several of these signs are observed in a child, it is essential to seek a specialized professional evaluation. Educators and healthcare professionals can conduct formal tests that assess the presence and severity of dyslexia. Professional evaluation provides a solid basis for the development of personalized intervention strategies and ongoing support.

Early Intervention and Development of Personalized Strategies

Early intervention is key to addressing the difficulties associated with dyslexia. After a professional evaluation, personalized intervention strategies can be developed that adapt to the child's specific needs. These strategies may include specialized pedagogical approaches, the use of assistive technologies, and emotional support to strengthen the child's self-esteem.

Ongoing collaboration between parents, educators, and healthcare professionals is essential for the success of the intervention. Open communication and shared understanding of the child's needs facilitate the effective implementation of strategies. Collaboration ensures a holistic approach that addresses both the academic and the emotional and social difficulties associated with dyslexia.