Why Advocating Makes a Difference.

Written May 2023.

The social and emotional consequences of living with dyslexia can be significant, not only for dyslexic children but for their parents as well. As a mother of dyslexic children, I can attest to the fact that living with dyslexia can be challenging and overwhelming at times. However, reading Barbara Riddick’s 1996 study on dyslexia really helped me to gain a deeper understanding of the social and emotional consequences of dyslexia, and how being an advocate for my children could make a difference in their own dyslexic journey.

The points I took from it were:

• Dyslexia isn’t just about academic progress; it can also impact children’s social and emotional well-being.
• It’s important for parents to discuss dyslexia with their children in a way that provides a realistic view of their strengths and challenges.
• Re -framing how we speak about dyslexia with our children can make a positive impact:
  • Instead of using the term “superpowers,” consider using “dyslexic thinking” or “dyslexic advantage.”
  • Focus on what your child does well and how their dyslexic thinking helps them accomplish certain tasks.
• Asking children how they feel about being dyslexic can:
  • provide insight into their emotional well-being.
  • Reduce their misconceptions of what dyslexia means.
  • The 1996 study showed children identified only with the challenges of being dyslexic.
• The label “dyslexia” can be a positive thing for children, providing a sense of identity and connection to others with the same challenges.
  • in the 1996 study, 95% of the children viewed being dyslexic as a positive personal label.
• Dyslexia is a “hidden difference” as you can’t physically see it. This means:
  • That parents may notice before anyone else,
  • Children mask their struggles with reading, writing and spelling.
• Supporting the strengths of dyslexic children can lead to more positive outcomes as adult dyslexics.