Common questions about literacy and learning

When parents make the call for help around literacy and learning they invariably ask three main questions. One, is whether all reading difficulties turn out to be Dyslexia; the second is, when it is appropriate to intervene, and the other, why a comprehensive assessment would be necessary as part of that process. Understandably, all these concerns are mixed with advice from schools, friends, and family. It can become quite confusing and the impact of Covid Lockdowns on children’s learning and trying to determine whether this has contributed to a problem gets thrown into the mix.

Does my child have Dyslexia?

Taking them one at a time, Dyslexia has been part of a conversation for quite some time now. There is a varying degree of awareness and from a professional point of view, an overfocus has sometimes muddied the water. There is still some discussion around whether it does exist given the variance in presentations of children with reading challenge. Most people would agree that such a profile does exist but not all children presenting with reading difficulties will have Dyslexia. Family history, whether a language difficulty or cognitive weakness is contributing, and response to intervention will help to determine which reading difficulties turn out to be Dyslexia. The main thing here is that all reading difficulties should be explored, and targeted, evidence-based support undertaken.

Does my child need intervention?

This brings us to the second question about when intervention should occur. The short answer to this is when ever reading difficulty is detected. This of course is part of the problem. Parents often come to a professional with a comment of, “I was concerned about my child in Grade 1, but I was told that they would be okay. Now they are in Year 4”, and so on. The real answer is therefore, whenever there is real concern because the child is not progressing, especially if there is family history, often undetected, of learning issues. This should happen as early as possible, for as is often said in many areas, ‘early detection is the best detection’. These days there can be ‘at risk’ signs associated with phonological development for example, as early as Preschool. Certainly, in Prep and Year 1, signs can be evident, and by Year 3 the proverbial is generally hitting the fan!

Why does my child need a comprehensive assessment?

This brings us to comprehensive assessment. If one thinks of the field of medicine for example a “pin the tail on the donkey” approach would never be acceptable. Likewise, in education and learning, assessment needs to accurate, timely and evidence based, and some are better than others. NAPLAN for example, is not an assessment that would provide diagnostic detail about the student’s difficulties. It is general in nature but might help to signal a concern. Screening tests offered online do not provide a definitive identification either. No one would want their Cancer to be defined by a Dr Google search. When a student is having challenges that are impacting their access to learning and, or, demonstration of knowledge, then deeper, evidence – based assessment, that provides information about strengths and weaknesses, and leads to a plan of support, is best. The assessment should be comprehensive, and involve the family and school, especially in relation to outcomes. The outcome needs to meet the individual student’s needs.

There is often a fourth question. Is it ever too late? That will be addressed in an upcoming article.

As author Arthur Bloch says, “Every clarification breeds new questions”, but at least these three answers are a start.