- When viewed from a neurological perspective, children with dyslexia / SLDs are a very heterogeneous group; and as such the ‘recipe’ type approach to intervention strategies is somewhat problematic; as not everyone has the same causative factors at play.
- It is not necessarily a matter of following simple steps. No two cases are the same.
- A problem with listing various remediation strategies is that people then only use what is listed rather than tailoring the intervention.
- Specific Learning Difficulties (SLDs) can, of course, lead to secondary psychological problems such as a lack of confidence, anxiety, low self-esteem, attention difficulties, restlessness, disaffectedness, alienation, frustration, and a feeling of being overwhelmed if the SLDs are not managed effectively.
- Hence it is important to provide additional on-going support to children who have SLDs or who are at-risk in terms of their literacy development. This on-going support centers on the provision of literacy support which is geared specifically to the child’s ‘ability level’ as distinct from their ‘Year Level’.
Remediation – Frequently asked questions
Should parents try to teach their own children?
Should the main focus be on reading age appropriate books?
Should I emphasize ‘whole-word’ reading approaches and contextual guessing?
What does phonological processing involve?
Is the ‘whole-word’ reading approach appropriate to use with children who do not have SLDs?
Why does the ‘whole-word’ approach to reading not work for children with dyslexia?
Should the teacher emphasize the speed of reading?
Is teaching a second language to children with SLDs recommended?