What things can we do to worsen or improve reading motivation in boys and girls with Dyslexia?

By Araceli Salas. Early Childhood Educator and Founder of DISFAM.

Sometimes with the best will we can lead a child who is in the process of internalizing reading, to feel rejection and live this moment with fear and anguish.

We must be aware that something happens when a child shows discomfort when reading.
Being respectful and being advised should always be the first option.

Children with difficulties or with little motivation need a large dose of patience and creativity, in the face of an activity that is difficult for them.

What is clear is that depending on these first reading experiences and how their emotions are, some feelings or others will develop, in the face of this reading process and it totally depends on the strategies that we as adults have put in place.

Reading should be a great pleasure and a universe full of possibilities. Reading can never become suffering, fear, rejection or anguish.

All boys and girls are capable of enjoying a story, a book, a comic… some will need glasses to be able to read, others will need to read in braille, others in sign language…. and many others will need readers or audio books.

What do we need to be respectful of the different ways of accessing this wonderful world of reading?

If we really believe that an education should be inclusive and of quality, let us offer different ways and tools to be able to live this reading process, with authentic pleasure and being respectful of the different ways of accessing content.

You need glasses and I need a reader… it's that simple.

Let's help children with Dyslexia to enjoy reading and feel pleasure when opening a book.
What things should we never do: 
  • Force reading aloud, in front of all your classmates.
  • Make him read every day at home, against his will.
  • Offer him stories or books that are not at his reading level.
  • Push words to 'encourage' him to read.
  • Make them read dense texts or with few drawings or images.
  • Give advice to the family, if we are not specialists in DEA, or if we doubt our strategies.
  • Ridicule or make value judgments, in public (also not in private).
What YES things can benefit: 
  • We read them at home daily, stories chosen by them.
  • Take into account their preferences when buying them or giving them a story.
  • Be creative when reading. If the story is about pirates, look for related objects or clothes, to be able to live the reading in a fun and pleasant way.
  • Use audio books at home and at school.
  • Use reading programs at home and at school.
  • Respect the one who does not want to read in front of the whole class.
  • Do not put pressure or force them to read against their will.
  • Be respectful of their preferences when choosing a text.
  • Advise us with specialized professionals, in case of any doubt.
  • Use stories with lots of pictures and little text.
  • That the stories or books are easy to read.
  • That if we read with them at home or at school, they can always start reading and decide when they feel tired, so they can then relax and enjoy the rest of the text.
  • Take into account the accumulated fatigue.
  • Create our own stories with photos made by them and be able to narrate close stories that they have lived.


Spain lights up Turquoise Blue for World Dyslexia Day

The Congress of Deputies and the main Town Halls of Spain will light up the color Turquoise Blue on October 10, to give visibility to this specific learning difficulty that affects at least 10% of the population

The Spanish Federation for Dyslexia and Other Specific Learning Difficulties (FEDIS) has organized various activities throughout the month of October in most provinces, with the aim of making this learning disorder visible, which affects approximately four out of every six school failures and dropouts.

In addition to the Congress of Deputies, the country's main cities and councils will be lit up in turquoise blue this Thursday, joining this federation's campaign, with the motto for yet another year #UnidosPorLaDyslexia, and to which the Spanish Agency for International Cooperation (AECID) has also joined.

The Blue-Turquoise color

Three years ago, the General Assembly of the Spanish Dyslexia Federation unanimously chose turquoise blue as the color that represents the cause of dyslexia, since it is a color with mostly positive connotations for people with dyslexia, since it promotes creativity, calm, serenity, tranquility and relaxation.
European Parliament resolution

This Thursday, October 10, world dyslexia day, the presentation of the resolution on the situation of people with specific learning disorders will take place at 19:XNUMX p.m. in the Varadero de Palma de Mallorca, led by the MEP Rosa Estarás , vice-president of the disability intergroup of the European Parliament. This resolution aims to urge all the countries of the European Union to carry out all appropriate and essential actions, with the aim of guaranteeing equal conditions and opportunities for people with dyslexia and other specific learning difficulties (DEA)

IV National Day of Dyslexia
To close the united for dyslexia campaign, on October 26 the Meliá Madrid Serrano hotel will celebrate the fourth national day on dyslexia, which will be attended by 250 people with the aim of training and raising awareness on this matter. In addition, on the 27th, the presidents of all the associations that make up the FEDIS will meet, for greater coordination between the Autonomous Communities, Provinces and Municipalities.

Rosa Estaràs and FEDIS present a motion for a resolution on dyslexia in the European Parliament

On the occasion of the World Dyslexia Day that is celebrated tomorrow, October 10, the popular MEP, Rosa Estaràs, has presented a motion for a resolution on the situation of people with specific learning disorders in the register of the European Parliament.

The resolution proposal, carried out jointly with the Spanish Federation of Dyslexia (FEDIS), represents an advance in the rights of people with dyslexia since it involves educational agents, and urges to make the necessary accessibility adaptations in the methodologies and forms evaluation. It also proposes considering prevention policies against bullying and harassment that this group often suffers. For this reason, the creation of a European observatory and an identification card is requested to act before the administrations.

Specific learning disorders affect up to 15% of the population and account for 50% of school failure for non-social reasons. Therefore, Estaràs has pointed out that "it is essential to respond globally and effectively, especially in the educational system, and organize a comprehensive European strategy that guarantees equal opportunities".

Iñaki Muñoz, general secretary of FEDIS and president of Disfam, points out that "the public diagnosis and treatment of the problem must be guaranteed to eliminate the socio-economic gap and it must be recognized administratively as a disability to enjoy the necessary advantages."

This Proposal for a Resolution will be presented tomorrow by Rosa Estaràs and Iñaki Muñoz in a ceremony that will take place at the Varadero restaurant in Palma at 19.00:XNUMX p.m. to commemorate World Dyslexia Day.

“There is a lack of training and information about dyslexia”

Who is Iranzu Ostolaza and what is Disnavarra?

I am the mother of two children, one of them with Dyslexia, president of the Navarra Association of Dyslexia and other Deas. Disnavarra is a non-profit association that assists families with this difficulty.

How and why did the creation of Disnavarra arise?

It arose as a result of my son's diagnosis, given our lack of knowledge about what dyslexia was and how this difficulty affected it, I decided to contact the Navarra dyslexia association and discovered that there is not, there is no dyslexia association in Navarra. dyslexia. Eight mothers with children who shared the same diagnosis got together and decided to found a dyslexia association.

Are the Navarran institutions collaborators and facilitators with your work?

The truth is that the reception by the Institutions has been very good, they are aware of the shortcomings that still exist around this difficulty and all the pending work that remains to be done. We have held meetings with both the Department of Education, the Department of Health and with CREENA and with all of them we have had a good relationship and understanding, although it is true that from the point of view of an association, progress is not as fast or effective as we would like.

What work do you do?

We advise, accompany and inform families of children with dyslexia, in many cases fathers / mothers also have dyslexia or have discovered that they have it as a result of the diagnosis of their children, we carry out talks in schools, workshops for teachers and many open talks with specialists to the public, free of charge and which have been very well received. In addition, since the summer we also have the services of a law firm for all legal matters that arise.

If a person wants to collaborate with the organization, in what ways can they do it?

Everyone can collaborate, since all of us, without exclusion, can contribute our knowledge or experience about something we know how to do, from workshops, support classes and anything they are willing to teach, to give an example: theater workshops , mental maps, crafts, reading, music, relaxation and much more.

How can I contact you?

Through the email “disnavarra°gmail.com”, also on Facebook, twitter…

We are going to talk about dyslexia, how can I detect that I have dyslexia? And what does my son/daughter have?

When we have a child who is intelligent, but who is not acquiring literacy as expected for his age, his reading is slow, hesitant, repeats phonemes, inverts, adds, omits, etc., who has difficulties in other areas such as remembering the days of the week, difficulties understanding the clock, with multiplication tables, rhymes, remembering names, many misspellings, are examples that can give us a clue that something is wrong, in the case of adults many of they have suffered school failure or it has taken them a great effort to finish their studies, they tell us that they have managed to read quite well but that they have to reread to understand, they use spell checkers, audiobooks, text to audio converters, in some their written expression is poor and full of misspellings and they see their own diagnosis in their children's diagnosis.

Why is it so difficult to detect dyslexia?

It is not difficult, the problem lies in the lack of training and knowledge about this difficulty. They are still being diagnosed as lazy and immature, so we're not going anywhere. A child who cannot read when the rest of his classmates do, is it due to laziness? Of course not, if the person who cares for that child does not know anything about reading and/or writing disorders and does not know how this difficulty manifests itself , will let that child mature, as if it were an apple, and may even define it as "lazy", the damage that is done to these children when they do not know how to deal with their difficulty is terrible. Long before someone gives them a diagnosis, they have already diagnosed themselves as “stupid”, and it is logical, if the only thing they cannot do like the rest of their classmates is read and write, it is not necessary for anyone to tell them anything else … if in a classroom of 25 children, we have 2 who cannot read and write like the rest, who have problems with phonological awareness, who also presented a language delay, who reject everything that has to do with literacy, no It would be logical to suspect that perhaps it is something beyond his control? That it is not due to immaturity or laziness?

Is dyslexia a disease?

No. Dyslexia is a neurodevelopmental disorder that affects learning to read and write, it is persistent in nature and causes problems with reading, but it can also affect mathematics, spelling and writing, it is not related to intelligence.

How do you work with children, not only dyslexia, but its consequences? (I am referring to possible harassment, discrimination…)

The consequences of dyslexia can be very varied and also very serious, if we take into account that they are an easy target for laughter and ridicule, it is not difficult to imagine the ordeal that many of them go through. They are taken out of the classroom to support some subjects, and it is almost never explained to the rest of the class that there are people who, despite being just as intelligent as the rest, even more so, learn in a different way, neither better nor worse, simply different. , so the rest of the class believe that they are going to the “fools” class, this is not my invention but what many boys and girls who have classmates who go to the support classroom say. Some teachers continue to force them to read aloud in front of their classmates, let's imagine what that must be like, reading with a brutal effort, under the pressure of knowing that you are not doing well, and that behind you you hear some laughter from some classmates... , inclusion is a word that is only used to look good but that very few know how to implement it.

Do the centers have a methodology or adaptation for people with dyslexia?

No, and in this I am very blunt, if there were an adapted methodology and everything was standardized, there would be no dyslexia associations in all the Autonomous Communities. Access or methodological adaptations are a right that people with dyslexia have, they are included in Provincial Order 65/2012, and even so, they continue to be seen by many teachers (less and less) as an advantage and a privilege, or as something that is not necessary, some of them have come to tell us that they do not believe in dyslexia, as if they were experts and this was a religion. A child with a diagnosis of Dyscalculia is still denied a calculator, a person diagnosed with dyslexia and dysorthography continues to be penalized for spelling mistakes, they continue to be required to read books that are not at their reading level and those whose reading comprehension and could continue with many other penalties, we are the same as 30 years ago, what would happen if people with myopia were not allowed to wear glasses to the classroom? This is already normalized, since the methodological or access adaptations are the myopic glasses, neither more nor less.

If an adult was not diagnosed with dyslexia in childhood, is it still possible to improve their quality of life with the right treatment?

Adults with dyslexia due to necessity have had no choice but to seek resources and strategies to deal with the difficulty. Some, if not all, feel a great relief to know that what they have always attributed to low intelligence or "I'm stupid and I'm not worth studying" is called dyslexia and has nothing to do with the above, we have in the association cases of adults who believed that they were not going to be able to study, with a lot of effort they managed to do so (always thinking that they were less intelligent than the rest) and when they were diagnosed it turned out that they had dyslexia but also high abilities, when they tell you about it you see in their eyes all the suffering that has been behind those years thinking that they could not, they even told them that they were not going to be anything in life.

Do you work in the same way with a dyslexic child as with an adult?

The ideal is to intervene with children who are beginning to show difficulties, if it is caught early, the prognosis is very encouraging, adults tend to look for their strategies as I have mentioned before, few go to therapy, many of them do not even know that what happens to them has a name, and others do not want anyone to know it, when there has been suffering behind it, they try to forget and not think about it, I think it is very human, I do not know if it is the best thing to overcome it, but it is understandable.

What are the main deficiencies or problems that you find in this field of work?

Well, I insist again on the lack of teacher training, we must bear in mind that some of them not only do not have training but also do not have the will, the perfect storm, this results in the belief that repeating the course solves the problem, ignoring the effort made by the student, ignoring the studies that already exist in this regard, contraindicating the repetition of the course for these students, and ignoring the will of the family. It is unfortunate to hear an education professional say that his student is going to repeat first or second year of primary school because he does not reach the objectives of reading, writing and mathematics, he has dyslexia, a disorder that prevents him from reaching those objectives, it is not his fault and much least it is solved by repeating the course, so far we have not had any known case of curing dyslexia after repeating the course... I would ask them: do you have sufficient training to attend to these students? We have an educational system that is a circle, designed for students who fit into that circle, what do we do with those that are squares or triangles? Either we enlarge the circle, or they have no place in it.

So, for finishing:

-Potato omelette, with or without onion?: Without onion.

-A place: Anyone with sea.

-One moment: The birth of my children.

-A song: "Cold" by Manolo Tena.

-A desire: Having to dissolve the association because we are no longer needed.

Source: http://www.navarradigital.es/articulo/entrevistas/iranzu-ostolaza-falta-formacion-informacion-dislexia/20190930122527001872.html

FEDIS officially requests that misspellings not be counted

The Spanish Federation of Dyslexia asks Governments and Universities not to take into account spelling mistakes in students with dyslexia and other specific learning difficulties in university entrance exams.

After the information that has been appearing throughout these days in different media, the Fedis has requested two legal technical reports, to endorse this proposal that all students with dyslexia and other DEA, are in equal conditions and opportunities than the rest of the classmates. These reports refer to the importance of not taking spelling errors into account for this type of student, since the rest of the examinees would be at a disadvantage, and that would have a very negative influence on the cut-off mark to be able to access a career. university that would really motivate any student with learning difficulties.

The Secretary General of the FEDIS has addressed a letter to the Minister of Science, Innovation and Universities Pedro Duque, to the Ministers of Education and Universities, as well as to the Rectors of the Spanish Universities, to send them these reports and the concern of that this situation of helplessness will not be repeated.

It is worth highlighting the support received by the Confederation of Psychopedagogy and Guidance Organizations of Spain, which published a statement in support of our group and defending the adaptations that have been requested from the different Spanish Universities.

It must be taken into account that since 2010, the University of the Baleric Islands (UIB) has been making the corresponding adaptations so that the rights of students with dyslexia and other DEA are guaranteed. Examples like this, show that it is possible to do it in all the Universities as many of them have already joined.

Here you have additional information about Dyslexia and University

You can consult the letter addressed to the Minister here:


All the information about Dyslexia and Selectivity

In 2010, Disfam together with the University of the Balearic Islands (UIB) reached an agreement to make adaptations to the University entrance exams. Dolors Forteza, head of the Support Office for students with special needs, is personally in charge of supervising these adaptations. Thanks to her and already as Vice-Rector of the UIB, through the Conference of Rectors (CRUE) in the Commission of Vice-Rectors, she conveyed the need to implement these advances to the rest of the Autonomous Communities. In 2014, the president of the Spanish Dyslexia Federation and the Andalusian Dyslexia Association managed to reach the same agreement for selectivity in Andalusia. All this has supposed to pave the way, and demand the same right for the rest of the Universities.

Although much remains to be done, we would like to inform you that the FEDIS is at your entire disposal, so that through Dolors Forteza, who advises the Spanish Dyslexia Federation on these issues, you can communicate with the rest of the Universities, to encourage them to copy the model of the Balearic Islands, and finally throughout the country there are no differences.

Resources of the Autonomous Communities and Universities:

Reports on the importance of not counting misspellings:

Some news of interest published in the media:

Request model for non-significant adaptations

To request that students with any Specific Learning Difficulty (DEA) can receive the non-significant adaptations that correspond to them, you can fill out the following document and deliver two copies to seal it at the Teaching Center secretary. (One copy is kept by the center and the other by the family)

“Only 15% of teachers know what dyslexia is and what to do with it”

Gustavo Abichacra, pediatrician, in an interview about this difficulty that affects 10% of the population. 

This Friday and Saturday the International Congress on Dyslexia was held in Salta, with the aim of speaking and reporting on a difficulty that affects 10 percent of the population and occupies 85 percent of Specific Learning Difficulties (DEA). Dyslexia is the difficulty to read fluently, accurately and automatically, in a healthy child who has been properly stimulated, it is the most common. Then comes dysgraphia -difficulty writing- and then dyscalculia -difficulty doing mathematical calculations.

The pediatrician doctor Gustavo Abichacra, who was president of Disfam Argentina (association with the purpose of giving society the necessary knowledge about DEA), participated in the meeting and provided definitions about dyslexia and the need for Salta to regulate adherence to the National Law 27.306 that declares of national interest the comprehensive and interdisciplinary approach of those who file (DEA).

“It is not fair for a boy with sufficient cognitive abilities to be 'disabled' in order to have Social Work coverage and access to treatment. The law is important for teacher training that allows them to give children adequate access to knowledge”, assured the professional in an interview with El tribuno.

What are the difficulties 

should be taken into account before submitting the child to a definitive diagnosis of dyslexia?

Before the age of 7, risk diagnoses are made, the most common are detecting language difficulties and hereditary antecedents, this is essential. A father with dyslexia is 8 times more likely to have a son with dyslexia, and in siblings the probability is 40 percent, which proved that it is hereditary and that there are entire families with dyslexia. There are difficulties in recognizing letters, phonemes, low vocabulary. They are small predictors that make doctors decide that we can start working on language at 4-5 years of age in order to prevent tongue problems. Because what is needed to be able to learn to read are the processes of phonological awareness, which is the possibility of handling the sounds of speech and knowing how a word begins and ends, how it is separated into syllables or recognize the sounds of the word that it is. the basis of phonetics. That is the sine qua non condition to be able to learn to read so that when the teacher gives him the knowledge of the letter. If she doesn't have that prior knowledge of speech sounds, it's going to be very difficult for the child to learn to read.

What are the consequences of a late or missed diagnosis?

Emotional damage occurs in an intelligent person and they are faced with something they cannot do. Knowledge is acquired through reading and writing, that is to say that if the boy is told, "you are intelligent but lazy because you don't want to do this" or what is worse, they are made to believe that they are fools, the effort it's huge as they spend five times more brain power and three times more time to do reading and writing work. This leads them to get frustrated and lower their arms because no matter what they do, the results are always the same. This is denting the personality of the boy, lowering his self-esteem that more than 50% has it on the floor, with which the boy stops trying and depression and stress can come, which is a coexistence of dyslexia. The boy is afraid to go to school, because they are terrified that the teacher, out of ignorance and not out of malice, exposes them to reading in public. Self-esteem is everything, it is being able to come to the conclusion that I am good at such things and not for this and destigmatizing the term dyslexia, because if it is hidden, the boy, like any older person, believes that what he has is serious. You have to take into account the cognitive and the emotional to approach a boy with the right climate. Because the consequences produce a cognitive block that can result in an anxiety disorder.

Is there a lack of training for teachers on the subject, taking into account that they play a fundamental role in detecting the first signs of dyslexia?

There is a study by the University of Gualeguaychú which shows that only 15 percent of teachers know what dyslexia is and what to do with it. Of course, the teacher has a fundamental role in early detection, they do not have to make a diagnosis, what they have to do are the risk factors and not wait and see, because there is nothing worse than a person with a language difficulty to wait since they are being made to lose the opportunity to achieve that necessary skill to be able to learn to read properly. It is not a maturing issue, if we wait for it, it is most likely that it will be a lifetime issue for acting late. In addition, the brain has to unlearn what has been poorly learned, it will have emotional consequences that will prevent the boy from putting in enough desire to want to modify what came from his base, genetically.

Fuente: https://www.eltribuno.com/salta/nota/2019-4-15-0-0-0–solo-el-15-de-los-docentes-sabe-que-es-la-dislexia-y-que-hacer-con-ella

A court forces to adapt teaching to the needs of a dyslexic child

Las Palmas de Gran Canaria, March 20 (EFE).- The Superior Court of Justice of the Canary Islands (TSJC) has ordered the Ministry of Education of the autonomous community to take measures so that the education received by a child with dyslexia is adapted to your learning needs, so that you can progress correctly.

In a sentence released by the association of public employees La Casa del Oficial, the TSJC acknowledges to some parents that the Ministry of Education has violated their child's constitutional right to equality, by not meeting their repeated requirements for the child to subject to a pedagogical evaluation and for the teaching to be adapted to his problem.

In 2013, the boy's parents informed the concerted school in Gran Canaria where he was studying that they had diagnosed him with dyslexia, so they asked that the teaching they gave him be done in a personalized way, "adapted to his circumstances".

The Contentious-Administrative Chamber of the TSJC reports that the family received evasive responses from the school in the following years: first, that they did not have a psycho-pedagogical office; then, that the child did not suffer from dyslexia, but a lack of language stimulation; later, that it was progressing well; and lastly, that his IQ was average.

Given these responses, the family forwarded their requests to the Ministry of Education, but without success.

The magistrates consider that, despite what the school and the council allege, "there are sufficient indications to be able to demand the school or the educational administration to adopt the necessary measures to respond and support the learning difficulties of the student. minor".

The Chamber considers that the child's dilexia problems are "obvious" and, furthermore, they were diagnosed, which does not contradict in any way the fact that his IQ is 116 because this "does not imply that there are no learning difficulties".

The TSJC examines some similar Supreme Court rulings on cases of students with autism spectrum disorder (ASD) and concludes that, like them, children with dyslexia "are in a starting position of inequality, which makes them deserving of an administrative response suited to your needs."

The magistrate rapporteur of the sentence recalls that dyslexia is included in the regulations as a case of specific learning difficulty and that the schooling of students with these problems is governed by the principles of normalization, inclusion and effective equality.

The TSJC defends that all this imposes a double obligation on the authorities before these children: first, the provision of means in the form of personnel, facilities and educational programs appropriate to their needs; and second, “the burden of explaining why the support a student requires cannot be provided with measures of attention to diversity in ordinary schools”.

The association that has disseminated the sentence ensures that it is the first in Spain that orders a Ministry of Education to adapt teaching to children with dyslexia.

Source: https://www.lavanguardia.com/vida/20190320/461143777323/un-tribunal-obliga-a-adaptar-la-ensenanza-a-la-necesidad-de-un-nino-dislexico.html