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.
Identifying risk instead of failure. Reading impairments: Moving from a deficit-driven to a preventive model. https://bold.expert/identifying-risk-instead-of-failure/
Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia https://pubmed.ncbi.nlm.nih.gov/26836227/
Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14 https://link.springer.com/article/10.1007/s10802-015-0003-1