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.


Reading and pleasure go hand in hand

By Araceli Salas, Founder of DISFAM.

Being able to access reading opens the child to a stage of discoveries, which until then were hidden and out of reach. Little by little, when reading is fully integrated and there is a good understanding of what the child reads, the story, the book, the comic... it becomes an escape element that allows us to go back to worlds of dreams and fantasy, we it opens the doors of knowledge, makes us understand the world around us...

If our children and adolescents have access to a wide range of possibilities of stories, novels, plays, comics... adapted to their ages and their real interests, it will be much more enjoyable to encourage reading habits, always from pleasure and this attitude open, it will allow them to start developing critical and analytical skills, from an early age.

Promoting and strengthening the habit of reading is a responsibility that we must share between the family and the school, both playing a decisive role in how the child will approach this wonderful process of being able to decipher and read some drawings (letters), knowing how sound, put sounds together, create syllables, words, phrases and thus reach a whole range of wonderful experiences.

Can we motivate and draw the attention of our children and adolescents, from something called required reading? Are we aware that each child is different and that not all reading methods can be beneficial for everyone? How can a developing and curious child hate reading? Is it enough for a child to see her parents read? Will a child with reading difficulties be less intelligent?

It is really necessary to be able to reflect and seek answers if we want our children and students to have a facilitating climate, feel accompanied during this process, understood in their tastes and access reading through pleasure.

One of the main functions and why not say it, one of the challenges of educational centers, is to promote reading in students, as part of the necessary tools for their full development.

Therefore, the way in which a child accesses this moment is extremely important and vital. The sensations, emotions and memories that we can generate and activate in the child, during this process, will accompany him forever, whether in his adolescence or in his adult life.

Some recommendations to motivate and facilitate this process at home:

  • Never force a child to read
  • Offer the child or adolescent a reading that is adapted to their reading level, never above it, since we can generate frustration.
  • Let's be the adults, the daily readers, before going to sleep, now on vacation looking for moments of relaxation, on the beach, etc... let's bring them closer to worlds full of fantasy and magic. If our son does not feel like reading, let us respect his will. If he wants to participate, let's have the child read the first lines, since, in this way, he can later relax and enjoy the reading that we do. If, on the other hand, we start reading, he will be more aware of when he has to read, than of enjoying it.
  • Look for different formulas, taking into account daily actions, that we can turn them into special moments and games. For example, a great tool within our reach. It is the creative world of the kitchen, where the child can create a recipe, write it, cook it, share it, create a recipe book or a photo album.
  • Imagine a story, create characters and then give it form...orally, in writing, dramatizing it, etc...
  • Accompany the moment of the reading of some element, so that the reading is more exciting (multisensory reading)... if the child is going to read a story about pirates, look for elements such as a sword, a patch, a handkerchief etc... and that he can dress up according to the characters.
  • Allow the child to draw, write or underline while reading... so that the story or book comes to life.
  • To be able to carry out a reading of a sentence, a xiste and then stage it.
  • Take into account the rights of the reader, prepared by Daniel Pennac (French writer)
  • Right not to read, 2. Right to skip pages, 3. Right not to finish a book, 4. Right to reread, 5. Right to read anything, 6. Right to read what I like, 7. Right to read anywhere, 8. Right to peck, 9. Right to read aloud and 10. Right to read silently.

In short, use ingredients such as fantasy, creativity, imagination, patience, play and above all respect!!!... respect for children and adolescents who do not like to read, respect for their tastes, respect for their fear of reading in front of everyone, respect for reading slowly, respect for reading in a very low voice, respect for reading slowly, for not understanding what they read, respect even for hating reading (surely there will be a reason that adults have not known or have not been able to to decipher)… keep reading away from pressure, from grades, from comparisons, from phrases by adults, which generate fear, frustration, embarrassment… and turn the challenge of love for reading into a story full of special moments and pleasant.

Recommendations from the pleasure of reading and of course from the respect of not reading them.

With the finger in the nose (children's story) by Daniela Kulot-Frisch. Editorial Faktoria K de Libros.

Tales by phone by Gianni Rodari. Editorial Youth.

Activity Pictionary

Creating your own “PICTIONARY”

A few days ago I found this website http://bit.ly/1rZXlqq , which seemed extremely interesting to me to practice spelling, especially those in which children might have some internalization problem.


A-is-for-alligator-preschool-craft-1-crystalandcomp-1024x1024 A-is-for-alligator-preschool-craft-10-crystalandcomp1-1024x768


To adapt it to our language, we can see the material suggested by the Web School in the cloud (although personally, I would prefer it to be done with vocabulary proposed by the children. We could make a list by asking them).




A: Bee

B: Whale

C: Bell

D: Dolphin

E: Ladder

F: Strawberry

G: rubber

H: Eggs

I: Igloo

J: Cage

K: kiwi

L: Pencil

M: monkey

N: Nest

Ñ: Wildebeest

Or: eye

Q: Comb
Q: cheese
A: Clock
S: Sun
T: cake
u: grapes
v: cow
W: Windsurfing
X: Xylophone
Y: yoyo
Z: Carrot


I also thought that we could also work on it taking into account the personal needs of each child. The activity that occurred to me is the following:


We will need the following materials:


-A4 size sheets of white cardstock

-colored paper

-Pair of scissors


-Graphite pencil


-Colored pencils or colored acrylics and brushes.


To create the activity

  1. Select, together with the child, the words that are most difficult for him, for example the word “airplane”. So we create a list.
  2. We ask the child to think about how he can integrate the word that is difficult for him into the drawing of the object, we ask him to draw it on one of the sheets (previously we showed him an example, such as the plane's wings being the letter " v”).
  3. Once he has drawn it with the graphite pencil, we will ask him to paint it or decorate it with colored paper, as he wishes (let him be free to motivate him to do it himself, that will make learning more significant and better internalize the word).
  4. Now let's motivate him so that he himself creates the words that are most difficult for him and creates a folder with them.