Children with dyslexia don’t need early intervention, we must wait for their maduration.

ADHYAYANA Hoax Children with dyslexia don’t need early intervention, we must wait for their maduration.


Students with reading difficulties  are perceived as lazy, not hardworking, slow childs but, nevertheless, more and more evidence demonstrate that this statement is untrue.

The evidence shows that there are important issues to consider in the early intervention about the process of learning to read that would prevent and improve reading difficulties of people with dyslexia.

Sometimes teachers and families wait for the precise moment of teaching to read, but we all know that to stimulate the skills to read we have to promote interactions in order to prepare the factors that would enhance the process. That will not hapen spontaneously.

Furthermore, teachers and education professionals will indentify earlier students with risk. In this way, the education system would provide future resources for this chidren and improve the skills before the learning process to read.


Otaiba, S., Connor, C., Foorma, B., Schatschneider,C., Greulich, L & Sidler, JF (2009)

Identifying risk instead of failure. Reading impairments: Moving from a deficit-driven to a preventive model.

Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14



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Silvia Molina

Researchers have studied the effects of early intervention in literacy, for all children and for those at risk of having reading difficulties such as dyslexia. Early intervention programs based either on alphabetic skills, story book reading or the combination of both contribute to enhanced learning in phonological awareness, letter knowledge and name writing, which is important as these skills are predictors of later reading and spelling acquisition (Aram, 2006). For dyslexic children or those at risk of having reading difficulties, research shows that these types of early intervention programs based either on alphabetic skills or on shared reading of stories contribute to preventing their reading difficulties. According to Shaywitz, Morris and Shaywitz (2008), the most effective interventions for children with dyslexia are prevention programs focused on phonological awareness, phonics, and meaning of text, which seem to have less consistent results for children beyond second grade. Swanson and others (2011) found that early storybook read-aloud interventions for children at risk for reading difficulties have positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary.
Aram, C. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19(5), 489-515.
Shaywitz, S.E.; Morris, R.; Shaywitz, B.A. (2008). The Education of Dyslexic Children from Childhood to Young Adulthood. The Annual Review of Psychology, 59:451–75
Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G. & Tackett, K. (2011). A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties. Journal of Learning Disabilities, 44(3), 258-275.

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