Dyslexia: 10 Intervention Guidelines for Educators

Dyslexia has become one of the most commonly diagnosed disorders in the child population in recent years. Although it is very complex to detect an exact percentage of prevalence due to the problem to establish in a way rigorous a clear diagnosis, the latest studies affirm that approximately 15% of school students present these difficulties. For this reason, it seems increasingly necessary to define which psycho-pedagogical and psychological orientations are most effective to effectively serve this population group.

• Related article: "Dyslexia: causes and symptoms of reading difficulties"

Dyslexia: main indicators

Dyslexia is the common nomenclature for the Specific Learning Disorder (ASD) related to the presence of difficulties in the ability to read and write. As provided by the Statistical Manual of Mental Disorders in its most updated version (2013), it refers to the presence of difficulties in fluent word recognition, poor reading decoding in spelling ability and comprehension deficits reader.

What's more may be accompanied by disturbances in written expression or mathematical reasoning, which must be additionally specified in the initial diagnosis. Another key aspect is the presence of a preserved level of general intellectual capacity, which is why the ASD-Literacy is incomptible with significant levels of mental disability, as well as can not be explained by sensory deficits, whether visual or auditory. The difficulties indicated must be persistent for a minimum period of six months and must cause a significant interference in the academic development of the student.

More specifically, when observing the following behaviors that are exposed below, the presence of an ASD-Literacy can be suspected, from which it is necessary to propose an exhaustive psychopedagogical evaluation that corroborates these indications:

• Altered placement or omission when writing the letters that make up a word.
• Difficulty in acquiring reading ability, poor reading fluency.
• Confusion or forgetting some words.
• Difficulty establishing the temporal sequence between days, months, etc.
• Alteration in attention span and concentration difficulties.
• Greater command of manipulative tasks due to verbal activities.
• Better oral than written expression.
• Lack of command of the alphabet or multiplication tables.
• Need to read a text several times, poor written comprehension.
• Greater mastery of creative or imaginative ability.

Orientations in educational care in children with dyslexia

As educators, it is essential to take into account the following guidelines when dealing with a child with this particularity, since an empathetic attitude, reinforcing their potentialities and flexible according to their difficulties they will have a protective effect in order to avoid problems of low self-concept or self-esteem and even situations of school failure in the longer term:

1. Establish a daily reading habit of about 20 minutes maximum duration

The content of this reading is recommended to be on a topic of interest to the child, regardless of whether it is a story, a magazine or a comic. The relevant point is that you acquire a positive attitude for reading. It will also be necessary to assess whether the volume of school readings to be carried out during the course should be limited.

• You may be interested: "Educational psychology: definition, concepts and theories"

3. Make spell checking more flexible

Seems more effective the priority work of 3-4 spelling norms until their mastery to later add new ones.

5. Facilitate short, concise statements and requests

Use short sentences to give directions using visual support that can serve as a reference. The indications must be segmented and expressed gradually. It also seems fundamental adapt the statements of exercises and exams so that they can be understood by the child allowing specific explanatory clarifications.

6. Establish a plan of objectives adapted to each case

In these objectives, realistic goals that can be assumed by the student must be specified, either weekly, monthly or quarterly.

7. Facilitate a planning of activities, homework, exams well in advance

In this way, the student with dyslexia you can organize your study time, dosing your work in order to avoid the feeling of feeling overwhelmed.

8. Positively reinforce the effort made by the student

This must be done ceasing to prioritize the result obtained at a quantitative level. In many cases there is a decrease in motivation to do school work, so the support of the educator will be essential for the child.

9. Avoid as educators comparisons with other class children, siblings, etc.

As has been indicated, it is very common for the self-esteem of this type of student to be affected. This fact can greatly harm their academic performance and the achievement of their potential.

10. Emphasize their autonomy when carrying out their homework

It is very positive to convey the idea to the student of their potential learning capacity. It is recommended flee from overprotection regarding non-compliance with their academic responsibilities.

Due to their preserved general cognitive ability, the child is capable of assuming their school obligations, although these are adapted to their specific difficulties. The application of these adaptations is valued from the educational center in order to adapt quantitatively and qualitatively the methodology, correction criteria and learning objectives for each student in a way individualized.

In conclusion

As has been commented in the text, usually the assimilation of the presence of psychopedagogical difficulties in the student himself is a process that can interfere significantly in the psychological development of the child, causing in certain situations a worsening of the initial diagnostic situation. Thus, early detection and intervention of the indicated deficits is a fundamental process to prevent further deterioration in the different vital areas of the minor, both in the academic and emotional aspects.

Bibliographic references:

• American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: Author.
• Tamayo Lorenzo, S. Dyslexia and difficulties in the acquisition of literacy. Profesorado, 21 (1): 423-432 (2017).