{"id":32199,"date":"2026-08-20T14:12:37","date_gmt":"2026-08-20T14:12:37","guid":{"rendered":"https:\/\/www.erickson.international\/?page_id=32199"},"modified":"2026-09-01T10:58:24","modified_gmt":"2026-09-01T10:58:24","slug":"dyslexia-what-to-do-and-what-to-avoid-lower-secondary-school","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/dyslexia-what-to-do-and-what-to-avoid-lower-secondary-school\/","title":{"rendered":"Dyslexia What to do and what to avoid – Lower secondary school"},"content":{"rendered":"
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Dyslexia What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

Lower secondary school<\/em><\/p>\n<\/div>\n


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This is a quick guide for teachers lower secondary school <\/strong>presenting 14 common problem situations and difficulties associated with dyslexia<\/strong>. The guide offers suggestions<\/strong> on which approach teachers should adopt — and which must avoid — when facing with these problematic situations.<\/p>\n

Find out more!<\/a><\/p>\n<\/p><\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS <\/p>\n

Dyslexia – What to Do and What to Avoid<\/em> is divided into 14 chapters<\/strong>:<\/p>\n

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  • They read but get the words wrong<\/li>\n
  • They understand little when reading<\/li>\n
  • They write little and with a lot of mistakes<\/li>\n
  • They struggle to convey what they know<\/li>\n
  • They struggle to take notes<\/li>\n
  • They do not know what to study and are disorganized<\/li>\n
  • They study a lot, but it does not look like they do<\/li>\n
  • They struggle to answer and tend to close in on themselves<\/li>\n
  • They easily lose control<\/li>\n
  • They have low self-esteem<\/li>\n
  • They tend to isolate themselves from the rest of the class<\/li>\n
  • They cannot stand making mistakes<\/li>\n
  • They refuse help even when they need it<\/li>\n
  • They get distracted and appear disinterested<\/li>\n<\/ul><\/div>\n<\/div>\n

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    Each chapter contains:<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    At the beginning of each chapter, an illustration<\/strong> introduces the problematic situation<\/strong>.<\/p>\n<\/p><\/div>\n

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    Explanations of the behaviour<\/strong>: Why does he\/she do that?
    <\/em>Brief and simple indications<\/strong> for deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    A more in-depth description to reflect <\/strong>on the specific behaviour (What to keep in mind<\/em>)<\/p>\n<\/p><\/div>\n

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    Some ideas on how to intervene<\/strong> in individual classroom situations and expert’s advice<\/strong>.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n


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    Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/p><\/div>\n

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