February 27, 2025 • 17 mins
Is it time to get your child tested for dyslexia? And if so, how do you explain it to them?
In this episode of Dyslexia Decoded by StrongMinds, I’m diving into one of the biggest questions parents wrestle with—when (and how) to seek a dyslexia diagnosis. Here’s the truth: your child already knows they’re different. They don’t need you to tell them reading is hard—they live that reality every day. What they do need is an explanation, a plan, and encouragement that they are not broken—just wired differently.
We’ll talk about:
✅ Why “wait and see” is a risky approach (spoiler: kids aren’t popcorn, and some kernels just burn)
✅ The realities of getting a diagnosis—costs, school assessments, and alternative options
✅ Why early intervention matters and how a diagnosis can unlock the right support
✅ How to talk to your child about dyslexia in a way that’s empowering, not discouraging
Dyslexia is not a problem to be fixed—it’s a way of thinking that needs to be understood. The sooner you know, the sooner you can help your child thrive.
Listen in, and let’s decode dyslexia together!
🔗 Plus, check this link for my free dyslexia screening checklist!
The Educational Psychologist who diagnosed me was Amy Noall at https://thescholarsgrove.com/
Thank you for listening to Dyslexia Decoded! Remember, every journey begins with a single step, and progress always beats perfection.
Subscribe so you never miss an episode, and if you found this story inspiring, please share it with someone who might need to hear it.
Until next time, stay strong, stay curious, and stay fearless. 💚
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:01):
Hey there, You've tuned intodyslexia, decoded by strong
minds, the go-to spot foruncovering the superpowers of
dyslexic minds, boosting,homeschooling, adventures, and
empowering educators.
I am teacher Maggie, ready torock the world of reading and
learning with you.
Today we're tackling a bigquestion.
(00:23):
Many parents wrestle with,should I get my child tested for
dyslexia, and if so, how do Italk to my child about it?
This is huge, and I've spokewith countless parents and
families who just didn't knowwhere to go let's talk about
this.
I'm really passionate about itand, I've been really excited
(00:45):
for this episode.
All week I've been thinkingabout it, writing notes, and
just working and reworking whatI wanna share today.
I have so much to share and I'mso excited to get started.
So the thing is, your childalready knows they're different.
They don't need you to tell themthat they're struggling to read.
(01:06):
They live with it every day.
What they do need is anexplanation that makes sense, a
light that shows them thatthey're different, not less a
plan that helps and a littleencouragement that they're not
broken, just wired differently.
So let's dive into why getting adiagnosis sooner rather than
(01:31):
later can make all thedifference.
you hear a lot about this, waitand see.
This is advice that schools givewhen they don't know what else
to do.
sometimes if you wait, maybethings will get better, but just
waiting and continuing to do thesame things you've always done
is not gonna produce differentresults.
(01:51):
I am seeing retention becomemore and more part of the
conversation.
And if a student is inkindergarten and they don't
learn to read that first yeardoing the same exact curriculum,
the next year is not going toproduce different results.
It's just going to produce achild who feels like there's
(02:11):
something wrong with them, thatthey can't do what their peers
are doing.
so I'll have a whole notherepisode about the research
behind retention.
It's, very clear that it rarelyis appropriate, I saw a meme
several years ago, of a giantbucket of popcorn with a quote
along the lines of, kids arelike popcorn.
(02:34):
They all pop at different times,and this sounds nice, right?
That it's okay, you know, to bedifferent, and it's just very.
Comforting to know, okay, maybeif I just wait, my child will
eventually pop and get it right.
We can hope, but hope's notgonna get you anywhere in this.
let's be real.
If you've ever made popcorn, youknow that no matter how long you
(02:57):
keep it on the heat, somekernels will never pop.
They just burn.
And what happens then they gettossed in the trash.
Oh, but teacher, Maggie, wedon't throw children in the
trash.
Well, that's what happens to somany undiagnosed dyslexic
students in our school system.
(03:19):
It is hard to think about, butthey struggle.
They don't get the support thatthey need, and eventually they
get burnt out, their familiesget burnt out, and when a system
burns out a kid.
It's society.
Society tends to throw themaway.
This is why dyslexics make upsuch a disproportionately high
(03:43):
percentage of prison population.
It's not because dyslexia itselfis the problem.
It's because the system hasfailed about 20% of the general
population is thought to bedyslexic.
And you get really excited toshare that 40% of self-made
(04:03):
millionaires, entrepreneurs havedyslexia.
So you see that discrepancy andit's kind of exciting and
empowering to think oh, becauseyou have dyslexia You're more
likely to be a millionaire.
Well, that's so exciting toshare.
And I don't ever tell mystudents, even though it's true,
that one study said 70% ofinmates at a particular prison
(04:24):
had dyslexia.
So a student having dyslexia canalso make them more likely to
end up in prison.
like I said, it's not thedyslexia, it's the system.
It's not identifying the needsand meeting the needs.
There are way more positivesthan negatives to having a
(04:45):
dyslexic brain.
I know I live this every day,but when kids go undiagnosed for
too long or forever, it can leadto years of frustration, low
self-esteem, and missedopportunities.
I know, I lived it.
School was not just frustrating,it was traumatic.
My self-esteem was probably aslow as it could get as a child.
(05:10):
I could not imagine living to be16 years old.
And another sad statistic is thehigh rates of misspellings in
suicide letters.
It's sickening, but it can't beignored.
So if you've been told to justwait and see, I want you to
think about that popcorn.
(05:31):
Do you want to give your childthe tools they need to thrive?
Or do you wanna risk lettingthem burn out while waiting for
something that's never going toclick on its own?
So here is the reality ofgetting a diagnosis.
you are maybe convinced, like,okay, maybe we need to find out
if it is dyslexia, right?
(05:51):
But it's not as easy as itsounds.
So let's come to the reality ofactually getting a diagnosis.
It's not hard to convince youthat getting assessed is
probably a good thing.
But the world isn't making iteasy right now, so getting an
official diagnosis, most of thetime you wanna go through a PhD,
an educational psychologist, butit can be really crazy
(06:14):
expensive.
We're talking thousands ofdollars and insurance doesn't
always cover it, The otheroption is to go through the
school to get assessed with yourlocal school.
But I know firsthand as I usedto work inside the system that
school assessments can be veryunreliable.
(06:34):
And I'll never forget the day aschool psychologist told me that
if dyslexia was real, it wouldbe very rare.
Ugh.
I had no idea at the time I wasa new teacher and all I knew was
that every year I had studentswho struggled way more than I
(06:56):
could help them.
I would try everything, and Icouldn't do anything to reach
just a handful of students everyyear.
later on I saw these studentsgrow up and eventually many of
them did get diagnosed withdyslexia, that very rare
dyslexia as I was told.
And, some of them I saw gothrough interventions and get
(07:17):
caught up.
And some of them I was Even ableto work with myself in an
Orton-Gillingham structuredreading program and get their
reading skills caught up.
It was amazing.
if you are feeling like theformal diagnosis route is
overwhelming, you're not alone.
And if you're questioningwhether your school system
actually understands dyslexia.
(07:38):
You are probably not wrong.
So what do you do?
Where do you start?
For many families, an informalscreening with a reading
specialist is an adequate firststep.
you can Google or there's somany, reading practices out
there that have a checklist youcan go over for a start.
I have one that I've created.
(07:58):
I'll put a link to it in thecomments.
But a reading specialist canalso do a soft assessment and
pinpoint pretty early on, ifyour student is likely to have
dyslexia, where of course only adoctor can diagnose.
a lot of interventionists canpinpoint pretty quickly if your
(08:19):
student is just struggling toread or if they are dealing with
something more significant.
However, if your child is inpublic school or planning to go
to college someday, an officialdiagnosis will eventually be
important for advocacy,especially for getting
accommodations, like extra timeon tests or assistive
(08:39):
technology.
There are people that suggestthat if a child gets
intervention before they get adiagnosis, there is a chance
their dyslexia could be maskedand they would not be able to
actually get an accuratediagnosis.
I am personally a littleskeptical of this as I myself
(09:00):
was diagnosed with dyslexia.
As an adult by an educationalpsychologist, I just broke down
and paid the cash.
'cause I wanted to know, Ididn't want to feel like I was
being an imposter where I sawmyself and all of the students I
was working with, at the time, Iwas working with mainly dyslexic
students.
I was like, this is me and thisis me, and this is me.
(09:21):
I related too much and I wantedto say I'm dyslexic too, but I
did it.
Wanna lie.
I didn't.
I was like afraid.
maybe I am just not very smart.
Like what I was told my wholelife was true.
Maybe it.
I'm just not as smart as otherpeople, but to find out to do
the full assessment, it wasmultiple days, hours long to
(09:43):
find out that I was actuallydyslexic was such a relief.
There was a reason for thestruggles I had, and it just
felt way more better than I canquantify for you right now.
But, so I was assessed anddiagnosed with dyslexia.
Not after getting interventionmyself, but I was providing
(10:06):
intervention.
I was way more into this contentthan my students are, I was
working with dozens of studentsthrough these structured
Orton-Gillingham processes,through Kilpatrick phonemic
awareness.
my psychologist was amazing.
she does virtual work, so if youmessage me and ask for her
contact, I will send you herway.
(10:26):
she's a PhD psychologist and Iwas just so impressed.
kind of nerded out over thetypes of stuff we did in the
assessment and they were, wasable to identify my dyslexia,
which was super cool.
And so having intervention.
May or may not make it moredifficult to diagnose you.
So I do want to bring up thatdyslexia intervention, treats
(10:51):
symptoms.
It can make the hard parts ofdyslexia easier, but it's not a
cure.
Dyslexia doesn't need a curebecause it's not a disease.
Once dyslexic, always dyslexic,and that's not a bad thing.
There are way more positivesthan negatives to having a
dyslexic brain on a regularbasis.
(11:13):
I see my brain workingdifferently and I just laugh and
say, oh, hello, dyslexia, If I'mtired or rushed, my spelling can
be hilariously bad, but when Islow down and use the strategies
that I.
Work with my students, the onesI've developed or learned from,
I can spell incredibly well.
(11:35):
unlike a non dyslexic person,spelling will never be second
nature to me.
But that's okay.
So next I wanna talk to youabout how to talk to your child
about dyslexia.
So you've decided to get yourchild screened or diagnosed.
Now what?
(11:55):
How do you tell them?
first of all, don't sit themdown like it's this serious life
changing conversation.
This isn't bad news.
It's good news.
normalize it.
Here are a few key things tokeep in mind during this
conversation.
Keep in mind that your childalready knows that they're
(12:19):
different.
You are not telling themanything new.
They already feel it every daywhen reading feels hard, when
spelling is impossible.
When they wonder why theirfriends can read effortlessly
while they struggle.
What you are giving them is anexplanation to why school has
(12:40):
been so challenging.
Next, you wanna Emphasize theirstrengths.
Dyslexic brains workdifferently, not wrongly.
Point out their creativity,problem solving skills, and
unique way of seeing the world.
Show them a list of successfuldyslexic search.
(13:02):
Successful dyslexic on YouTube,there is so many great videos on
Tuesday evenings at 5:00 PMEastern time.
I have a small group of 13 to 16year olds.
Actually, I think they're 11 to16, and we get together and talk
about dyslexia.
They talk about theirexperiences, they draw together,
they write together.
(13:22):
We learn about.
Famous people.
We learned about resources thislast week.
We learned all about Speechifyand the founder Cliff Wiseman,
who is so inspiring Speechifyis, a text to speech app.
I use it every day.
I'll do a whole episode on itvery soon because I love
Speechify and I think everyoneshould use it dyslexic or not.
(13:46):
But moving on, this is yourchance to normalize.
Dyslexia.
It should be normalized andspoken out to the whole world,
but start with your child.
Make sure that they know.
Dyslexia isn't some rare,mysterious thing.
It's super common and manybrilliant people have it.
(14:09):
Like we were saying before, thesuccessful dyslexics.
There are actors, singers, thereare doctors, there are lawyers,
there's a Supreme Court Justice,there's scientists.
Like any field you can think of,I would, I would challenge you
to find a field that doesn'thave a dyslexic towards the top
(14:30):
Give them tools, not just alabel.
So now they know they havedyslexia.
Once you tell them, Don't justleave them there because they're
going to need your help toovercome the challenges A
diagnosis is helpful, but it'snot the whole solution.
Talk to them about strategies,accommodations, and
(14:52):
interventions that will makelearning easier.
Let them know sometimes theseinterventions are painful, they
are tedious.
It's like the last thing youwanna do in the world, but it's
worth it.
there are strategies that'llmake reading easier.
There are accommodations likeusing voice text or audio books,
and also self-advocacy.
(15:13):
Right.
They can speak up for themselvesand what they need to be
successful in any situation.
as you're talking to them, makesure you keep it positive and
future focused.
The goal isn't to dwell on thestruggles, but to show them that
with the right support, theywill thrive.
(15:34):
dyslexia is not a problem to befixed.
It's a way of thinking to beunderstood.
Getting a diagnosis soonerrather than later helps your
child understand why things feelhard and gives you tools to help
them succeed.
dyslexia is not a problem thatneeds to be fixed.
(15:57):
It's a way of thinking thatneeds to be understood.
Getting a diagnosis soonerrather than later helps your
child understand why things feelso hard right now, and it gives
you the tools to help themsucceed.
when you share this informationwith them in a way that is
positive and empowering, you'renot just helping them in school.
(16:21):
You're helping them developconfidence in who they are.
So parents, if you've been onthe fence about testing,
consider this your nudge.
Take the next step.
And if you've been unsure how totalk to your child about it.
Just remember, they already knowthey're different.
What they need is for you tohelp them understand why and to
(16:46):
remind them that different isawesome.
Until next time, keepadvocating, keep learning, and
keep celebrating the incredibleways dyslexic minds work.
see you next episode.
Hey there, You've tuned intodyslexia, decoded by strong
minds, the go-to spot foruncovering the superpowers of
dyslexic minds, boosting,homeschooling, adventures, and
empowering educators.
I am teacher Maggie, ready torock the world of reading and
learning with you.
Today we're tackling a bigquestion.
(00:23):
Many parents wrestle with,should I get my child tested for
dyslexia, and if so, how do Italk to my child about it?
This is huge, and I've spokewith countless parents and
families who just didn't knowwhere to go let's talk about
this.
I'm really passionate about itand, I've been really excited
(00:45):
for this episode.
All week I've been thinkingabout it, writing notes, and
just working and reworking whatI wanna share today.
I have so much to share and I'mso excited to get started.
So the thing is, your childalready knows they're different.
They don't need you to tell themthat they're struggling to read.
(01:06):
They live with it every day.
What they do need is anexplanation that makes sense, a
light that shows them thatthey're different, not less a
plan that helps and a littleencouragement that they're not
broken, just wired differently.
So let's dive into why getting adiagnosis sooner rather than
(01:31):
later can make all thedifference.
you hear a lot about this, waitand see.
This is advice that schools givewhen they don't know what else
to do.
sometimes if you wait, maybethings will get better, but just
waiting and continuing to do thesame things you've always done
is not gonna produce differentresults.
(01:51):
I am seeing retention becomemore and more part of the
conversation.
And if a student is inkindergarten and they don't
learn to read that first yeardoing the same exact curriculum,
the next year is not going toproduce different results.
It's just going to produce achild who feels like there's
(02:11):
something wrong with them, thatthey can't do what their peers
are doing.
so I'll have a whole notherepisode about the research
behind retention.
It's, very clear that it rarelyis appropriate, I saw a meme
several years ago, of a giantbucket of popcorn with a quote
along the lines of, kids arelike popcorn.
(02:34):
They all pop at different times,and this sounds nice, right?
That it's okay, you know, to bedifferent, and it's just very.
Comforting to know, okay, maybeif I just wait, my child will
eventually pop and get it right.
We can hope, but hope's notgonna get you anywhere in this.
let's be real.
If you've ever made popcorn, youknow that no matter how long you
(02:57):
keep it on the heat, somekernels will never pop.
They just burn.
And what happens then they gettossed in the trash.
Oh, but teacher, Maggie, wedon't throw children in the
trash.
Well, that's what happens to somany undiagnosed dyslexic
students in our school system.
(03:19):
It is hard to think about, butthey struggle.
They don't get the support thatthey need, and eventually they
get burnt out, their familiesget burnt out, and when a system
burns out a kid.
It's society.
Society tends to throw themaway.
This is why dyslexics make upsuch a disproportionately high
(03:43):
percentage of prison population.
It's not because dyslexia itselfis the problem.
It's because the system hasfailed about 20% of the general
population is thought to bedyslexic.
And you get really excited toshare that 40% of self-made
(04:03):
millionaires, entrepreneurs havedyslexia.
So you see that discrepancy andit's kind of exciting and
empowering to think oh, becauseyou have dyslexia You're more
likely to be a millionaire.
Well, that's so exciting toshare.
And I don't ever tell mystudents, even though it's true,
that one study said 70% ofinmates at a particular prison
(04:24):
had dyslexia.
So a student having dyslexia canalso make them more likely to
end up in prison.
like I said, it's not thedyslexia, it's the system.
It's not identifying the needsand meeting the needs.
There are way more positivesthan negatives to having a
(04:45):
dyslexic brain.
I know I live this every day,but when kids go undiagnosed for
too long or forever, it can leadto years of frustration, low
self-esteem, and missedopportunities.
I know, I lived it.
School was not just frustrating,it was traumatic.
My self-esteem was probably aslow as it could get as a child.
(05:10):
I could not imagine living to be16 years old.
And another sad statistic is thehigh rates of misspellings in
suicide letters.
It's sickening, but it can't beignored.
So if you've been told to justwait and see, I want you to
think about that popcorn.
(05:31):
Do you want to give your childthe tools they need to thrive?
Or do you wanna risk lettingthem burn out while waiting for
something that's never going toclick on its own?
So here is the reality ofgetting a diagnosis.
you are maybe convinced, like,okay, maybe we need to find out
if it is dyslexia, right?
(05:51):
But it's not as easy as itsounds.
So let's come to the reality ofactually getting a diagnosis.
It's not hard to convince youthat getting assessed is
probably a good thing.
But the world isn't making iteasy right now, so getting an
official diagnosis, most of thetime you wanna go through a PhD,
an educational psychologist, butit can be really crazy
(06:14):
expensive.
We're talking thousands ofdollars and insurance doesn't
always cover it, The otheroption is to go through the
school to get assessed with yourlocal school.
But I know firsthand as I usedto work inside the system that
school assessments can be veryunreliable.
(06:34):
And I'll never forget the day aschool psychologist told me that
if dyslexia was real, it wouldbe very rare.
Ugh.
I had no idea at the time I wasa new teacher and all I knew was
that every year I had studentswho struggled way more than I
(06:56):
could help them.
I would try everything, and Icouldn't do anything to reach
just a handful of students everyyear.
later on I saw these studentsgrow up and eventually many of
them did get diagnosed withdyslexia, that very rare
dyslexia as I was told.
And, some of them I saw gothrough interventions and get
(07:17):
caught up.
And some of them I was Even ableto work with myself in an
Orton-Gillingham structuredreading program and get their
reading skills caught up.
It was amazing.
if you are feeling like theformal diagnosis route is
overwhelming, you're not alone.
And if you're questioningwhether your school system
actually understands dyslexia.
(07:38):
You are probably not wrong.
So what do you do?
Where do you start?
For many families, an informalscreening with a reading
specialist is an adequate firststep.
you can Google or there's somany, reading practices out
there that have a checklist youcan go over for a start.
I have one that I've created.
(07:58):
I'll put a link to it in thecomments.
But a reading specialist canalso do a soft assessment and
pinpoint pretty early on, ifyour student is likely to have
dyslexia, where of course only adoctor can diagnose.
a lot of interventionists canpinpoint pretty quickly if your
(08:19):
student is just struggling toread or if they are dealing with
something more significant.
However, if your child is inpublic school or planning to go
to college someday, an officialdiagnosis will eventually be
important for advocacy,especially for getting
accommodations, like extra timeon tests or assistive
(08:39):
technology.
There are people that suggestthat if a child gets
intervention before they get adiagnosis, there is a chance
their dyslexia could be maskedand they would not be able to
actually get an accuratediagnosis.
I am personally a littleskeptical of this as I myself
(09:00):
was diagnosed with dyslexia.
As an adult by an educationalpsychologist, I just broke down
and paid the cash.
'cause I wanted to know, Ididn't want to feel like I was
being an imposter where I sawmyself and all of the students I
was working with, at the time, Iwas working with mainly dyslexic
students.
I was like, this is me and thisis me, and this is me.
(09:21):
I related too much and I wantedto say I'm dyslexic too, but I
did it.
Wanna lie.
I didn't.
I was like afraid.
maybe I am just not very smart.
Like what I was told my wholelife was true.
Maybe it.
I'm just not as smart as otherpeople, but to find out to do
the full assessment, it wasmultiple days, hours long to
(09:43):
find out that I was actuallydyslexic was such a relief.
There was a reason for thestruggles I had, and it just
felt way more better than I canquantify for you right now.
But, so I was assessed anddiagnosed with dyslexia.
Not after getting interventionmyself, but I was providing
(10:06):
intervention.
I was way more into this contentthan my students are, I was
working with dozens of studentsthrough these structured
Orton-Gillingham processes,through Kilpatrick phonemic
awareness.
my psychologist was amazing.
she does virtual work, so if youmessage me and ask for her
contact, I will send you herway.
(10:26):
she's a PhD psychologist and Iwas just so impressed.
kind of nerded out over thetypes of stuff we did in the
assessment and they were, wasable to identify my dyslexia,
which was super cool.
And so having intervention.
May or may not make it moredifficult to diagnose you.
So I do want to bring up thatdyslexia intervention, treats
(10:51):
symptoms.
It can make the hard parts ofdyslexia easier, but it's not a
cure.
Dyslexia doesn't need a curebecause it's not a disease.
Once dyslexic, always dyslexic,and that's not a bad thing.
There are way more positivesthan negatives to having a
dyslexic brain on a regularbasis.
(11:13):
I see my brain workingdifferently and I just laugh and
say, oh, hello, dyslexia, If I'mtired or rushed, my spelling can
be hilariously bad, but when Islow down and use the strategies
that I.
Work with my students, the onesI've developed or learned from,
I can spell incredibly well.
(11:35):
unlike a non dyslexic person,spelling will never be second
nature to me.
But that's okay.
So next I wanna talk to youabout how to talk to your child
about dyslexia.
So you've decided to get yourchild screened or diagnosed.
Now what?
(11:55):
How do you tell them?
first of all, don't sit themdown like it's this serious life
changing conversation.
This isn't bad news.
It's good news.
normalize it.
Here are a few key things tokeep in mind during this
conversation.
Keep in mind that your childalready knows that they're
(12:19):
different.
You are not telling themanything new.
They already feel it every daywhen reading feels hard, when
spelling is impossible.
When they wonder why theirfriends can read effortlessly
while they struggle.
What you are giving them is anexplanation to why school has
(12:40):
been so challenging.
Next, you wanna Emphasize theirstrengths.
Dyslexic brains workdifferently, not wrongly.
Point out their creativity,problem solving skills, and
unique way of seeing the world.
Show them a list of successfuldyslexic search.
(13:02):
Successful dyslexic on YouTube,there is so many great videos on
Tuesday evenings at 5:00 PMEastern time.
I have a small group of 13 to 16year olds.
Actually, I think they're 11 to16, and we get together and talk
about dyslexia.
They talk about theirexperiences, they draw together,
they write together.
(13:22):
We learn about.
Famous people.
We learned about resources thislast week.
We learned all about Speechifyand the founder Cliff Wiseman,
who is so inspiring Speechifyis, a text to speech app.
I use it every day.
I'll do a whole episode on itvery soon because I love
Speechify and I think everyoneshould use it dyslexic or not.
(13:46):
But moving on, this is yourchance to normalize.
Dyslexia.
It should be normalized andspoken out to the whole world,
but start with your child.
Make sure that they know.
Dyslexia isn't some rare,mysterious thing.
It's super common and manybrilliant people have it.
(14:09):
Like we were saying before, thesuccessful dyslexics.
There are actors, singers, thereare doctors, there are lawyers,
there's a Supreme Court Justice,there's scientists.
Like any field you can think of,I would, I would challenge you
to find a field that doesn'thave a dyslexic towards the top
(14:30):
Give them tools, not just alabel.
So now they know they havedyslexia.
Once you tell them, Don't justleave them there because they're
going to need your help toovercome the challenges A
diagnosis is helpful, but it'snot the whole solution.
Talk to them about strategies,accommodations, and
(14:52):
interventions that will makelearning easier.
Let them know sometimes theseinterventions are painful, they
are tedious.
It's like the last thing youwanna do in the world, but it's
worth it.
there are strategies that'llmake reading easier.
There are accommodations likeusing voice text or audio books,
and also self-advocacy.
(15:13):
Right.
They can speak up for themselvesand what they need to be
successful in any situation.
as you're talking to them, makesure you keep it positive and
future focused.
The goal isn't to dwell on thestruggles, but to show them that
with the right support, theywill thrive.
(15:34):
dyslexia is not a problem to befixed.
It's a way of thinking to beunderstood.
Getting a diagnosis soonerrather than later helps your
child understand why things feelhard and gives you tools to help
them succeed.
dyslexia is not a problem thatneeds to be fixed.
(15:57):
It's a way of thinking thatneeds to be understood.
Getting a diagnosis soonerrather than later helps your
child understand why things feelso hard right now, and it gives
you the tools to help themsucceed.
when you share this informationwith them in a way that is
positive and empowering, you'renot just helping them in school.
(16:21):
You're helping them developconfidence in who they are.
So parents, if you've been onthe fence about testing,
consider this your nudge.
Take the next step.
And if you've been unsure how totalk to your child about it.
Just remember, they already knowthey're different.
What they need is for you tohelp them understand why and to
(16:46):
remind them that different isawesome.
Until next time, keepadvocating, keep learning, and
keep celebrating the incredibleways dyslexic minds work.
see you next episode.
Popular Podcasts
Bookmarked by Reese's Book Club
Welcome to Bookmarked by Reese’s Book Club — the podcast where great stories, bold women, and irresistible conversations collide! Hosted by award-winning journalist Danielle Robay, each week new episodes balance thoughtful literary insight with the fervor of buzzy book trends, pop culture and more. Bookmarked brings together celebrities, tastemakers, influencers and authors from Reese's Book Club and beyond to share stories that transcend the page. Pull up a chair. You’re not just listening — you’re part of the conversation.
On Purpose with Jay Shetty
I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com