When I was in the classroom with children struggling to learn to read, I used to think that being kind, patient and supportive as a teacher was all they needed to succeed. I’d fit in extra reading at lunchtime for certain children and find myself jotting the same notes in my records… For a minority of children with dyslexia this diligent teaching and care isn’t enough. No amount of kind words, stickers or “Star of the Week” certificates will get them reading with fluency, accuracy or understanding.
If a child is dyslexic they usually be quick to pick up other skills, talking well with a good vocabulary and, sadly, frustrated with their own lack of progress. Parents would feel frustrated when as a school we would say, we can’t assess yet. Schools need time to try all the tools in the toolkit, and demonstrate that they have done so to an external assessor. It is one of the key criteria for assessment and diagnosis – that so far little progress has been made despite trying all the usual “remedies”.
It is true that assessment is best done from the age of 7, but there is an earlier screening tool that can show “risk” of dyslexia. This can inform school/parents and allow for more targeted support of the child. There is a Key Stage 1 (6-7 years) and Key Stage 2 screening tool (7-11) which can suggest ways forward before formal assessment. It “builds the picture” for any assessor and can help parents feel proactive and empowered.
Contact me if your child is:
- Struggling with their Reception or Y1 phonics
- Cannot remember the “tricky words”
- Not on track in reading and spelling but speaks well and has other skills that show their potential