The problems of people with dyslexia are usually worsened by the psychological effects that said condition triggers day after day. Thus, many of them fall into depression, anxiety, low self-esteem, etc. For this reason, it is important to:

 Show them that you are aware of their problem, and that they are going to receive the help they need.

 Assess their work based on content and without considering the spelling mistakes.

 Explain and highlight the positive aspects of their work.

 Know that they require more time to finish their tasks, in comparison to the other children.

 Accept that they can be distracted more easily than their classmates, and that the reading and writing tasks require a greater effort from them.

 Show interest for their way of approaching the tasks.

 Spark their writing skills by teaching them about rhetorical devices such as metaphors or similes.

 Offer them a solid basis regarding the methodology and organization of their tasks.

 Not show mercy, but rather tolerance and patience.

 Give them alternative responsibilities in the classroom.

 Stimulate them constantly, without blocking them psychologically.

 Be aware of the fundamental necessity to increase their self-esteem.

Considering his difficulties during evaluations

The evaluation of these children must not be fixed, but continuous, and it should never be based only on test results, but the evaluation system ought to take into account the learning process as a whole.

Individual intervention: adjusting the curriculum

One of the educational means designed for dyslexic students are adjusted curricula. For these students, since they are not considered to have special education needs, the adjustments that are made are not significant. Some examples are:

1. Offering alternatives to learning through written text, such as using the auditory and visual channels.

2. Provide them with informative and assisted technology.

3. Increasing the required time for completing certain tasks that imply written language, as in the case of exams. These adjustments are necessary and, although the law does not require that they be recorded in the file of each student, when it comes to dyslexic children, it is important to attach them to his or her record.

Specific intervention

The reeducation and treatment of dyslexia imply correcting the damaged aspects and functions that symptoms of dyslexia arise from. For this purpose, school learning and life success must be promoted. A usual and recommended practice is that of the “overlearning” which consists in learning to read and write all over again, following two principles: adjusting the rhythm of study to the child’s skills and always working while aiming to learn without any errors, thus encouraging success right from the start and with every step in the process of overlearning.

Activities performed by the students themselves

Self-awareness, which implies the acceptance of the difficulties, as well as that of the value of learning and development, can be a key factor in improving the results of a dyslexic student. For this reason, in the following we will illustrate a few recommendations that, through tutor-guided and supervised exercise, can be applied in the interaction with the student, with the aim of helping him achieve school success.

What is the role of the family?

The cooperation of the family is crucial in any case, and especially in that where the student can encounter great difficulties. The most important role that the family must fulfill probably consists in emotional and social support. It is recommended to avoid the situation in which the anxiety of the grown-ups adds to the problems of the child. This anxiety can increase fear and worry, therefore resulting in secondary emotional difficulties. Expectations regarding the chances of success of a person have direct consequences on that person when they perform a task. For this reason, family must make it clear for the child that he or she can be successful. Fear can involuntarily lead to failure. So, the confidence conveyed will boost progress, and it will also help the task of the specialists.

Family members could make use of knowledge concerning natural relation techniques. Doing this with their child will help diminish the anxiety on both sides, and will also make them share special moments. It is essential to take the necessary time to listen to the child. Sharing your problems with someone who listens and shows empathy makes the problems seem much less serious. The family must find and take advantage of the quiet moments, offering their children the opportunity to recount the events of the day and voice their concerns.