Once you see a child's self-image begin to improve, you will see significant gains in achievement areas, but even more important, you will see a child who is beginning to enjoy life more .

Quote from Wayne Dyer, from page 3 of LEARN: Playful Strategies for All Students

Parents remember –

It begins at home:
Look for ways to make your child feel capable;
Eemphasize the child's abilities instead of "disabilities"

• Help your child understand the nature of his difficulty
• Read books or view videos about dyslexia
  • Some suggestions for books and videos include:
    • Eli, the Boy Who Hated to Write: Understanding Dysgraphia by Eli Richards and Regina Richards
    • Hank Zipzer, the Mostly True Confessions of the World's Best Underachiever: Niagra Falls , or Does It? by Henry Winkler
    • Hank Zipzer, the Mostly True Confessions of the World's Best Underachiever: I Got a “D” in Salami, by Henry Winkler
    • How Difficult Can This Be? FAT City. By Richard Lavoie
    • Josh, A Boy with Dyslexia. By Caroline Janover
    • Thank You, Mr. Falker. By Patricia Polacco
• Help other members of the family recognize and understand the child who learns differently
  • Family members often need to quietly ask "who, what, where, and when" questions to get the necessary information because a child with dyslexia may sometimes have difficulty relating an event in proper sequence
• Help your child locate and develop other talents
  • Examples: sports, art, music, mechanics, hobbies, etc.
  • Help improve your child's self-image by tasks that are possible to master successfully
• Do not flood the child with petty time-consuming decisions such as what to wear.  These will vary at different age levels
  • Whenever possible, allow your child to voice an opinion and make choices in some larger matters, for example to go or not to go to a birthday party
• Give the child chores to do
  • Boys and girls should do chores such as setting the table for supper, clearing the dishes, making the beds
  • Some of these may be used as opportunities for reinforcing learning
  • Make short lists of tasks to help him remember
  • A list is impersonal and reduces irritations
  • The child will gain satisfaction as he checks off tasks completed
  • Pictures or icons may be used along with or instead of words
• Ensure that your requests are at a level the child is able to process efficiently
  • Some children do not process instructions with multiple levels quickly or accurately
  • State your ideas in simple, clear, one-concept commands and ask the child to repeat what was said
  • Speaking at a slower rate of speed to the child is often helpful
• Provide structure for your child at home
  • Encourage a regular routine for meals, play, TV, chores, bedtime, etc.
  • Keep belongings in a consistent place and help the child remember where to put them
  • Provide reminders as often as necessary in a calm manner
  • Keep instructions simple- - one at a time
  • Break tasks into small parts or steps and provide one step at a time (this is “chunking”)
  • Help student develop consistent routines and a general homework plan
• Use a regular homework location
  • Provide quiet or soft background music (this may vary: some students require silence)
  • Allow student to eat, drink sugarless carbonated beverages, such on sour candy, or chew gum
  • Provide a suitable place for homework - quiet and away from TV
  • Provide good lighting
  • Develop a homework schedule that is relatively easy to stick to
• Talk to your child about the homework assignment
  • Go over your child's work to see if it is complete - and to answer questions
  • Make sure your child has the appropriate tools: pencils, pencil sharpener, desk (or table top), computer, if appropriate
  • It helps if you (as the parent) are aware of the type and amount of homework your child has
    • Teachers appreciate hearing from parents who have questions about homework
    • If you find your child is spending an excessive amount of time on homework, ask the teacher how much time is expected
    • Often a teacher will tell parents to limit the homework to a give time, rather than have the child spend 3 to 4 hours a night. help your child set up a homework environment
  • Most important, avoid making homework a punishment for your child
  • If your child is struggling with reading, writing, math, and is exceptionally frustrated, consider requesting extra help:
    • Contact your child's teacher
    • Check into what is available from the school
  • Contact your local International Dyslexia Association branch for referral(s) to outside sources
  • Help create efficient time management strategies appropriate to your child's age, such as those recommended in LEARN: Playful Strategies for All Students
• Use some of the many books available for suggestions for home management as well as to help enhance your understanding of your child's world of learning differences. A few examples:
  • A Teenager's Guide to ADD, Antony Amen, Sharon Johnson, Daniel G. Amen
  • LEARN: Playful Strategies for All Students, Regina Richards
  • Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level, Sally Shaywitz
  • Raising Resilient Children, Robert Brooks and Sam Goldstein
  • The Source for Learning and Memory, Regina Richards (Linguisystems)