Frequently asked questions

What is dyslexia?

The International Dyslexia Assossiation gives the following definition of dyslexia: Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Adopted by the IDA Board of Directors, Nov. 12, 2002.

Are there advantages of being dyslexic?

Yes! If we recognise dyslexia not as a learning disorder, but as a different and often unique learning or processing style that creates talents and abilities. “Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?” Harvey Blume

What remediation is necessary for dyslexia?

Dyslexia exists on a continuum. One person can have mild dyslexia, while another can have profound dyslexia. Both will require remediation. It is important to remember that every child is unique and has her own strenghts and challenges. Therefore, each child will need an individualised remediation programme delivered by a qualified dyslexia specialist, who not only will address the challenges but also put your child's strenghts to work.

When is the right time to start a dyslexia programme?

Many parents of my students remember that they knew quite early on in their child's life that something was amiss. They tell me that their children were bright, loved listening to stories and learn about the world around them, but it was difficult for them to learn letters and sounds. For some, it was also diffcult to learn how to tell the time on a clock or memorise times tables. It is very easy to ignore these early signs and to listen to well-meaning family members and teachers telling you it is normal and they will outgrow it, but you know your child better than anyone else and you can decide when to look for the right support. During their early years, it is very important to help them develop a healthy self-concept and love for learning. So do not delay asking for help. There is no better time than now.

How can you help my child?

I am glad you asked :) I am an experienced teacher and a passionate advocate for dyslexic children. In my work I use Multisensory Structured Language Education (MSLE) Programmes, based on the Orton-Gillingham approach because dyslexic students progress most successfully with cumulative, multi-sensory programmes which offer opportunity for reinforcement and overlearning. In addition, I make effective use of a neurodevelopmental approach to learning and behaviour aiming to improve attention, higher order cognition, neuromotor function and auditory processing. I am also a parent of a dyslexic child, so I see the true extent of the support needed at home and how important it is to build your children's resilience, enhance their strenghts and diminish their weaknesses. I would love to help you with any further questions that you might have. Just get in touch. Here are few questions that my clients often ask me: "How do I ask schools for the right accommodations in the classroom?", "What do I need to know before an IEP meeting?", "How do I interpret my child's assessments?", "How do I monitor their progress?", "How do I select the right school for them?".