During the early years, children’s development is rapid and they are at their most receptive to learning. Without early identification and intervention, gaps in reading development and achievement can widen over time.
It helps children to understand why they are finding learning, concentration and short-term memory more difficult than their peers.
Research indicates that there are negative, long-term, social consequences for the child from unidentified dyslexia.
Early identification and intervention can improve emotional wellbeing and reduce low self-esteem, frustration and poor motivation.
Not all learning difficulties can be attributable to early signs of dyslexia, however – there may be medical difficulties, speech and language delay, visual or hearing impairment, or recent loss or trauma.