Many parents of children in primary school tell me, “My child can read, but when they see a long word, they freeze.”

It is not surprising to hear over time, these children may begin to avoid reading aloud, skip unfamiliar words

While dyslexia is often thought of as a language-based problem in which speed, auditory processing, and working memory affect academic performance, there are other factors to consider that many parents don't think about.

Parents often ask me whether their child is reading at the “right” speed. Some children read accurately but very slowly, others rush through text with little understanding, and many become anxious or fatigued when asked to read aloud.

Many individuals with dyslexia often continue to struggle because of a weak working memory, even long after good literacy skills have been established. So, in a busy work environment that is increasingly flooded with information, professionals need to stay on track, prioritise activities and overcome the constant distractions that slow productivity.

I was watching one of my students write the other day, and noticed countless problems with her seated position, her pencil grip, and how she was obscuring the sentence with her hand as she wrote. The effort was enormous on her part.