Promote early diagnosis (= early detection in first reading classes, by observing the child’s learning processes).
If dyslexia is suspected, first go to the ophthalmologist! Not every reading weakness in school children is synonymous with a reading and spelling disorder (LRS).
Avoiding tension in the environment
Recognition of children by parents
Preventive phonological awareness should be promoted
Psychotherapy
If necessary, psychotherapy (in case of clear secondary, emotional disturbances).
Individual support of the person concerned through various measures (e.g., instruction in small groups, individual instruction).
The following guidelines are worth noting:
Treatment of children and adolescents with reading and/or spelling disorders should address the symptoms of the reading and/or spelling disorder. (Strong recommendation, recommendation grade A, Strong consensus 100% agreement).
Reading instruction that exclusively instructs whole-word reading practice should not be used as an intervention for children and adolescents with reading and/or spelling disorder. ( Recommendation, Recommendation grade B , Strong consensus 100% agreement).
Therapy interventions that exclusively address text comprehension strategies should not be used as the sole intervention for children and adolescents with reading and/or spelling disorder. (Recommendation, Recommendation grade B, Strong consensus 100% agreement).
Phonics training should not be used as the sole intervention measure in children and adolescents with reading and/or spelling disorder. (Recommendation, Recommendation grade B, Strong consensus 100% agreement).
Spelling training used to improve the reading and/or spelling performance of children and adolescents with reading and/or spelling disorders should include instruction to build orthographic rule knowledge. (Strong Recommendation, Grade of Recommendation A, Strong Consensus 100% agreement).
Auditory perception and processing interventions should not be used as an intervention to support children and adolescents with reading and/or spelling disorders. (Strong recommendation, Recommendation grade A, Strong consensus 100% agreement).
Visual perception and processing interventions should not be used as an intervention to support children and adolescents with reading and/or spelling disorder. (Strong recommendation, Recommendation grade A, Strong consensus 100% agreement).
Audio-visual perception and processing interventions should not be used as an intervention to support children and adolescents with reading and/or spelling disorder. (Strong recommendation, Recommendation grade A, Strong consensus 100% agreement).
Piracetam medication should not be used in children and adolescents with a reading and/or spelling disorder. (Strong Recommendation, Recommendation Grade A, Strong Consensus, 100% agreement).
Pedagogical assistance to support individual learning progress as well as:
Avoiding exposure by reading aloud to the class.
Allowing the class dictation to be written down only in part (e.g., half)
Instead of the dictation grading appreciative description of individual learning progress.
Facilitation of homework in consultation with parents.