A New Academic Year: Supporting Every Child’s Journey, Especially Those with Dyslexia

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Dyslexia, a common learning difficulty that affects reading, writing, and spelling, is often misunderstood or overlooked. Children with dyslexia are just as capable and intelligent as their peers, but they process information differently, which can make traditional learning environments challenging. As the school year begins, it’s crucial for both parents and teachers to be aware of the signs of dyslexia and understand how best to support these children.

For Parents: Understanding and Advocating for Your Child

If your child is starting a new academic year with a sense of dread or if you’ve noticed them struggling with reading or writing, it’s essential to consider the possibility of dyslexia or other factors. Early identification and intervention are key to helping children with dyslexia succeed in school and beyond.

  • Know the Signs: Children with dyslexia may struggle with reading, have difficulty following multi-step instructions, or exhibit poor spelling despite regular practice. They might also feel frustrated or anxious about schoolwork.
  • Seek Assessment: If you suspect your child may be dyslexic, consider having them assessed by a specialist. An early diagnosis can open the door to tailored learning strategies that play to your child’s strengths.
  • Communicate with Teachers: Work closely with your child’s teachers to ensure they understand your child’s needs. Teachers can make accommodations, such as giving extra time on tests, providing oral instructions, or using dyslexia-friendly fonts in handouts.
  • Encourage a Growth Mindset: Remind your child that everyone learns at their own pace and in their own way. Celebrate their successes, no matter how small, and help them develop resilience in the face of challenges.

For Teachers: Creating an Inclusive Classroom

Teachers play a vital role in the lives of children with dyslexia. By creating an inclusive classroom environment, you can help these students feel supported and confident in their learning journey.

  • Be Observant: Pay attention to students who struggle with reading, writing, or spelling more than their peers. Early signs of dyslexia can include difficulty with phonemic awareness, slow reading speed, and trouble remembering sequences.
  • Differentiate Instruction: Use multi-sensory teaching techniques that engage visual, auditory, and kinesthetic learners. This approach can be particularly beneficial for students with dyslexia.
  • Use Dyslexia-Friendly Materials: Consider using fonts like OpenDyslexic or Dyslexie, which are designed to reduce reading strain. Also, provide reading materials at various levels to accommodate different reading abilities within your classroom.
  • Foster a Supportive Atmosphere: Encourage a classroom culture that values diversity in learning. Promote peer support and ensure that all students feel valued for their unique contributions.
  • Communicate with Parents: Keep an open line of communication with parents. Share observations, progress, and concerns regularly, and be receptive to their input regarding their child’s learning needs.

A Joint Effort for Success

The new academic year brings with it the opportunity to make a positive impact on every child’s education. For children with dyslexia, having a strong support system at home and in school can make all the difference in their academic success and overall well-being.

By staying informed, being proactive, and working together, parents and teachers can ensure that every child whether moving up a grade or repeating has the tools and support they need to thrive in the classroom and beyond. Let’s make this school year one of understanding, inclusivity, and growth for all our students.

If you’re a parent or teacher seeking more information about dyslexia, the Africa Dyslexia Organization is here to assist you. Our team is dedicated to providing the resources, guidance, and support needed to help every child with dyslexia reach their full potential. Please don’t hesitate to get in touch with us for more information or support. Together, we can make a difference in the lives of children with dyslexia across Africa.

Visit us at www.africadyslexia.org to learn more.

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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Mother

The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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