WHAT TO DO If You Think Your Child is Dyslexic

1. See your pediatrician or internist and ophthalmologist to eliminate any physical explanation.

2. Discuss your concerns with your child's teacher, and/or talk to the school's Dyslexia Designee to request screening for dyslexia.

3. If the screening is positive, a program of remedial instruction should be implemented based on the following concepts:
   • A simultaneous, direct, multi-sensory approach that uses visual, auditory and kinesthetic/tactile methods.
   • A high level of structure in everything.
   • A phonetically based program of reading and spelling which teaches the complete sound structure of the language.
   • A great deal of repetition and drill in both individual and group instruction.

4. For information about available programs in your school district for dyslexia remediation, contact their Dyslexia Coordinator.

5. For statewide information call the State Dyslexia Consultant, at Region X, Educational Service Center 1-800-232-3030.

Program Content: Dyslexics require a structured language program. Direct instruction in the code of written language (the letter-sound system) is critical. This code must be taught bit by bit, in a sequential, cumulative way. There must be systematic teaching of the rules governing written language. This approach is called structured, or systematic language instruction.

Program Delivery: Dyslexics require multisensory delivery of language content. Instruction that is multisensory employs all pathways of learning at the same time - seeing, hearing, touching, writing, and speaking. Such delivery requires a teacher or therapist who is specifically trained in a program which research has documented to be effective for dyslexic individuals.

Suggestions for Parents of Dyslexic Children

• Read books on the subject together
• Discuss concerns openly
• Maintain perspective that learning is different and difficult, but often delightful
• Expect your child's best without setting standards and goals beyond his/her ability to achieve
• Know that it is alright to have questions and problems about your child's difference in learning

Accept your child for what he/she is, and not for what you feel he/she should be

• Relieve stress in weak areas
• Guard against negative remarks, especially those referring to laziness or lack of effort
• Avoid threats of punishment for such things as low grades, their need for repetition of directions, ineptness at simple tasks, etc.
• Set standards, goals and expectations of achievement within reach of your child's abilities

Help your child's self worth

• Praise whenever it is deserved
• Plan activities and tasks which child can master
• Respect your child
• Treat your child's questions, concerns, and efforts seriously

Accentuate your child's abilities

• Help child locate and pursue talents in music, arts, sports, mechanics, etc.
• Encourage hobbies and unique interests
• Initiate varied experiences (museums, historical places, etc.) to introduce child to new avenues of development
• Provide opportunities for "hands-on" learning
• Allow and encourage originality and creativity
• Read aloud to your child for information, literary appreciation, and recreation

Provide some structure at home

• Agree on regular routine for meals, homework, recreation, chores, bedtime, etc.
• Help organize belongings so they are easy to use and put back in place
• Give instructions in small, clear steps
• Foster good work habits in home, school and community

Help with school work

• Agree on schedule
• Allow frequent breaks
• Provide comfortable place with minimal distractions
• Read assignments to child
• Help plan and schedule long assignments
• Exhibit genuine interest by discussing work
• Act as child's secretary by writing assignments as he/she dictates
• Record, in advance, lengthy textbook reading assignments
• Place good books, magazines, encyclopedias, and other resources in conspicuous, easily accessible places in your home

Support and enhance school efforts to help child

• Explain child's difficulty to teachers
• Request modifications in work to reduce need for written assignments
• Ask permission to write assignments as your child dictates
• Ask permission to use tape recorders when feasible
• Ask teacher to call on your child to read aloud only when he/she volunteers
• Act as liaison between school and child, adding the positive dimension for both

Involve yourself in the community

• Promote study groups on learning problems.
• Be available as resource person.
• Guide PTA toward awareness.
• Initiate a parent support group for sharing information and encouragement.