My beautiful DS may be dyslexic, but he's only 5.5, so we have a long wait.

[minouminou]

He's six in October, is v bright indeed, with great emotional intelligence and abstract thinking (he asked recently why it is that we can't feel the earth spinning, and if birds think, for example). He's approaching the end of reception (or early years unit as we call it).
However, there is a huge, ever-widening deficit between all his other skills and abilities and his reading and writing.
He. Is. Just. Not. Having. It.

His teacher has been talking to us for a while about the possibility, as there's such a marked discrepancy between his reading and everything else, and the group assessment a couple of weeks ago has shown that he's made "minimal" progress in phonics while steaming ahead in everything else.

We do phonics at home, and DP (almost) always reads a bedtime story for DS and DD. DD was three in April and TBH, is picking up letters more than DS is.

We're looking at initial action now, apparently. I had a brief chat this morning with teech and while she couldn't say for certain that it's dyslexia (obviously it's too soon), it seems they all strongly suspect it.

DP has severe dyslexia (although thankfully he's done v well for himself and has never let it hold him back. I have ADD (was on Ritalin for years before children) and I guess we're not too surprised that one of the kids has taken the bullet!

The thing is, I can see that DS is aware there's something going on and he's becoming very despondent about it all and it's knocking his confidence.

Despite the way in which I may come across here, I'm v sensitive to learning differences, and am gearing up to prepare DS for what may be in store for him....accepting that his brain is wired a bit differently etc etc.

Err....just realised I'm rambling! The reason I'm posting all this is because I'd like to find out just how soon we can get him tested, what initial action is (we're in Oxfordshire) and....well....anything else you can throw at me!

Many thanks in advance, guys.

I'm reading Dyslexia; A complete Guide for Parents and Those Who Help Them by Gavin Reid.
This does include a dietary summary but also describes some of the other clinical features as well as the genetic links.
I have found this very interesting as I feel that any dietary adjustments can only be helped [and vice versa] with the correct intervention. It may be worth a download [I have it on my Kindle] or an Amazon trawl for.

Thanks for your responses.
Indigo - I don't see dyslexia as a condition that needs curing. It's a difference, not a disability. The difficulties come into play when the person has to adapt to a primarily writing-based world of communication, and it's these difficulties I'm looking to deal with and help DS adapt to.
What I'm asking for here is tips and advice on dealing with the process he will go through in mainstream school, and also how to explain to him that his brain is a bit different and works a bit differently.

Thanks, mycar - I'll have a shuftie at that book. I'm unconvinced about dietary intervention as yet, especially as DS is a real omnivore with v little junk and sugar, but as the jury's still out on fish oils it can't hurt to have a look at them.

Why would you want him to struggle all his life when he doesn't have to?

If he has dyslexia his difficulties will not be restricted to problems with reading and writing.

Read some of the desperate threads on secondary education to see what happens if you try to adapt your life round dyslexia.

He's in for a tough ride if at 5 you already know he has problems.

Because I'm sadistic like that.
What a silly question, really.

Obviously I'm looking for answers and help, but I'm just not willing to pathologise this just yet.

He may or may not be in for a tough ride - he has two well educated and motivated parents as well as being in a great school that is already gearing up to help him.

Could you stop doom-mongering, please.

Have you had his eyes and hearing tested? There is loads that the school can do with him and for him and lots of fun websites books and toys that you could share together. Keep it fun for now as its approaching the end of term theres not much else school can do in the way of any other assessments.

My DS2 was exactly the same and left YR2 completely unable to read, whilst being described and "gifted" at science. (Nonsense, but I'll accept he has some aptitude). His Y1 & 2 teacher felt he was probably dyslexic because he got some letters backwards and upside down in his writing.

Anyway she flagged it as something we should have him tested for as soon as he was old enough (around 8?). By the time he was 8 he was reading fluently. Like so many things they're all different and do things when they're ready.

DS1 knew all his letters in nursery and could read well by 5. DS2 didn't really read at all until he was 8. Now they're 9 & 11 they both read the same books - mostly Harry Potter!!

So, whilst it's possible your DS may be dyslexic and something to think about when he's a bit older, not reading well at 5.5 is really no reason for such concern. DS2's last "levels" assessment put his reading and writing well ahead of where he's "supposed" to be whereas DS1 who was always well ahead in infants has leveled off and is now more "average".

Thanks guys - I'm sorry if I seemed confrontational, but I was responding to the railroading that was going on upthread. There was a mixture of "Do this or he's doomed....he's in for a life of misery for sure....."

We haven't said a thing to DS - he knows something's different as he's in a couple of phonics booster groups and has some 1-1 sessions with the TA. He's also aware that some of his friends are reading well and he''s not. However, we haven't said anything to him about his brain or his reading - the "different" idea just seems like a good way to introduce the concept if we need to. it may not be, though, which is why I was asking for advice from people who've been there and done it.

I'm grateful for the encouraging stories upthread - we're hoping this will happen with DS. My concern stems from family history AND his teacher seeming to be leaning in the dyslexia direction and I'm trying to be forewarned and forearmed (sorry for the confrontational tone there!).

We're genuinely unsure of what to do and say, and what's in store on a practical level (it's been more than 30 years since DP's dx, and things have moved on QUITE a bit!), which is why I'm throwing out ideas and asking for tips on what to say to DS if we need to have this talk.

I haven't decided that reading and writing will be his only probs - we don't see much in the way of balance probs, for example. He's amazing on his scooter and is keen to get a skateboard. He swims v well indeed and is learning to hold his breath and swim underwater. Errrr....I'm sure that's just a fraction of what we need to look at, but I'm just, like I said, throwing these things out there.

He had his eye test (in Feb) and it was fine. He hears well - although he seems to be afflicted with selective hearing, like many.....

The reason that I posted originally was to find out practicalities - what does initial action mean (he's now on this). Apparently it's a flag-up for Y1, but that's all I can glean! What will happen next year of he's not making any progress? etc etc
What can we do at home?

It's interesting that zzzz asked if he's the eldest - yes he is, and no I haven't had to teach someone to read before. I don't remember learning to read and write (like many 1970's kids, I learned v early...no CBeebies and Internet!) and so don't "see" and "feel" the process IYSWIM.

Again, thanks for your input.

What kind of eye test did he have? The standard one may not pick up any problems, the first thing I tell parents in your situation to do is to go to an optometrist to rule out visual problems, such as a difficulty with tracking.

It was the standard school one, Humphrey. Are there any "soft signs" that might indicate a problem with tracking? Thanks for that - I will ask an optometrist friend of mine what she thinks and then make an appt.

I'm afraid not, but I do feel it is worth a proper eye check up just to rule out any other problem. When I had a very short course in dyslexia awareness this was the first thing that they suggested.

I'm not sure what the problem was earlier on, but if you and indigo could start again, I would agree that she really knows her stuff and could be very helpful.

I assume the OP has been trying really hard to help her son read, rather than just leaving it.

We have been trying, but it's a minute or two here and there before he baulks. Still, the minutes add up over time.

It's interesting that you've said he's v young to be causing such concern - I think the school would mention any other indicators, so while it's possible they're not doing so, it's unlikely (I hope). I will ask, as I'm due to have a talk with the school next week.

His main beef seems to be with blending, followed by letter recognition - he has 11 letters in the bag so far. Wordwise he's got "cat", as well as his name and his sister's. We think this is from recognition rather than decoding, though.

I really do appreciate your help here - and I shall NOT now be saying his brain's different! I thought it'd smooth the passage, as it were, but I shall defer to those who've gone before me.

I'll update next week, so thanks guys.

I think a short attempts are ideal, short sharp bursts regularly are most effective.

Sorry if I offended you zzzzz, this was not my intention at all.

I have a great deal of experience teaching children to read, but do not actually claim special expertise re dyslexia, although I have successfully taught children with many different problems. That is why I mentioned the information given to me in training.

Knowing only 11 sounds at this point in the year IS a cause for concern and the school sounds as if it is very on the ball.

What is his maths like? Does he recognise numbers? Can he count accurately?

He seems to get numbers way more than letters, and seems to like working with them and doing them. He's not that great with them - he can add but not subtract atm, but has grasped double figures..."Look, that says 23...." and so on. Oddly enough, he's v good at telling the time on an analogue clock (I couldn't do it properly until I was around 11!

You're spot on with saying that his school is on the ball - it's a v popular North Oxford one and it's got a lot of SEN support. I think as well, with the familial history, they're primed to look for it in DS...a "let's wait to see if he's not" rather than "let's wait to see if he is" attitude.

OK, so 11 letters is a cause for concern - well, I guess the ball is already rolling, at least. A friend has just had her 9-yr-old daughter diagnosed after a lot of faffing and prevarication and worry, so I can't complain.

I'll look at the Dandelion Launchers books, and especially the puzzle, as that will be v helpful. If it ever As soon as it stops raining we might try the chalk and jump game!
Thanks a lot, guys - some real food for thought here!

In all humans brain anatomy at 5.5 is not fixed and does not solely determine future development. Environmental interventions impact on the development of anatomy and this can be used to advantage, particularly during the early years of development as particular interventions can minimise the development of difference during development.

I can understand that you don't want physical differences to become social deficits. A lot of 'official' testing is not done before the age of 7 and 8 not because of the textual nature of much of the testing but because typical children and atypical children can share behavioural manifestations before this age (hence the kernal of truth in the 'all kids do that sometimes' dismissal of concerns) but whilst typical children experience a radical developmental shift at this age many atypical DC don't. Eg - retained reflexes may inhibit development, hence interventions around the suppression of any retained primitive reflexes. Also, vision training, auditory training etc impact on the architecture of the brain enabling the development of skills necessary for learning - like tracking. To test - seat your DS in front of you and trace a lazy eight formation with your finger or ruler about 6-9 inches from his nose. He should be asked to follow your slow-moving finger with only his eyes without moving his head or body. He may have difficulty with this. You can add another sense - tap the ruler continously during lazy eight. Once he is following or if he can do this, you can talk to him about trivia, his day, TV etc. If you have any concerns it is not too early (ie DS is not too young) for a full assessment by an opthalmologist. DC went to CPOC in Colchester. We are in county so I don't know if you can get an out-of-county referral. Even without specific interventions differences that exist at 5.5 may not exist at 9.

Initial action may mean that the school is placing him on School Action. You should have any individual educational plan (IEP) drawn up with SMART targets (can't remember what the acronym stands for!) but the important thing is that progress can be measured and monitored. Eg if he knows 11 letters after 1 year with no intervention perhaps the target should be 5 new letters and this is going to achieved by 30 mins 1:1 with TA per week (or more or less) in one term. Then when the IEP is reviewed you can objectively assess progress. As soon as possible the IEPs should contain standardised test results. DS2 was 6 in April and his IEP contains standardised reading and spelling tests. As DS is your first this can be instructive as reading or spelling age are compared with chronological age so you will have a clearer idea of the level he 'should' be at.

Excuse the snort of derision that you imagine things might have got better for dyslexics in the last 30 years. DS2 was diagnosed at nearly 11 by private EP assessment after 4+ years of fighting for it and 2 visits from LEA EPs. In my LEA it is very difficult to get a statement for dyslexia - the child has to be in the bottom 2% when compared to average peers which is translated as at least 5 years behind in SATs achievement. So if your DC is in year 6 and has reading/writing commensurate with year 2 children, the LEA do not want to know. Having said that a boy in his class does have a statement (achieved in the days of less stringent assesssment criteria) for dyslexia. tbh it wasn't until we started making waves and had to be given the maximum support available without a statement that this boy started to recieve Wave 3 interventions alongside DS. It is very important to record the rate of progress as this will be key to future support and schools often 'forget' to record it objectively.

Sorry for going on

I think that is excellent advice KeepOn, of course I meant opthamologist. I am also very interested to know about testing tracking ability.

Wow! Don't apologise for going on at all!

So, to clarify, I talk trivia to DS when I've got him following the "8"? To see if he loses track while talking?

Fab info in there.

Sorry to hear your story; I'm not sure as yet what the Oxfordshire policy is - I remember hearing a few years back that you needed a lag of two years to trigger a statement, but this may have changed in the same way you describe.

Should I talk to our GP about taking him to an opthalmologist?

Many thanks, guys.

If DS has problems with tracking you won't get to the talking trivia stage!

indigo is the expert here - read the Tinsley House thread. If you can't see a BO on the NHS you can go private.

My LEA used to have assessment criteria of 2 years behind in the good old days - mind you - look on the bright side - these will be the good old days in the future! and

Well, yes. At least though, parents have more access to resources that can be used at home.

We tried the "jumping on chalk letters" game after dinner, and DS actually seems enthusiastic!
Luckily, we have an area of oddly-sized flagstones in the garden and this made it a bit more interesting. Until DD got in on the act.....