It helps to first know how to recognise a dyslexic student, so the assessment instructions will help you find out how your child or student learns - or request a professional dyslexia assessment.

As most struggling students are visual or tactile learners, they will greatly benefit from a different teaching approach - other than MultiLit, MiniLit, sounding out or drilling phonemic awareness. Although that approach may have been of benefit for many students, you will find about 10 % of students, where it didn't work.

Dyslexic students will gain excellent reading and comprehension skills when words that don't have a picture (the, an, from...) are mastered and have become a meaningful picture for them. This has to be self-mastered and creatively learned.

The One Year School will be a great template for you and guide you step-by-step towards literacy.

Ideally, you would document everything you do with your child, about 30-60 minutes daily. That will either be a great reference point to witness changes - or it can become the weekly package sent to a tutor, who creates a program tailored to your child's passion project. 

Unfortunately most teachers don't have the time and knowledge to support a dyslexic learner.

My private facebook group "Teaching Dyslexic Students" offers willing teachers many insights, tips and assessment tools, if they wish to join.

Teachers in the States and New Zealand have piloted a program very similar to this one, providing the creative and self-mastered approach to the entire class.

The result: no students were in need to Special Ed, feeling less intelligent or singled out by being taken out of the classroom.

Students who had already gained good literacy levels gained even higher levels of competency and skills. 

The best thing: everyone had fun, learned in a focused way and participated hands-on - even if only for that period of literacy.

I have learned from experience with my dyslexic clients that motivation is a main component of learning.

However, many students have given up trying to read, write or improve at school - simply because they didn't succeed before, despite working much harder than the average peer. 

Most interventions in the past have been phonics-based and focused on repetitive teachings in the same way as school has, just more intensively. Not having seen much progress in the past has taken away motivation and hope.

Once they learn that they are dyslexic, very bright and most likely visual learners, they recognise that a different approach will give them a different result.

With their passion project, the entire program will focus around the topic they have chosen, which keeps them motivated and moving along.

The outcome - may it be a book, a blog or any project will give them huge confidence.

They need to know that it will still take work, but now they will get the results they need to catch up - and quite often overtake their peers.

Any kind of help, especially a way that teaches children the way they learn best, is welcome.

One Year School tutors and facilitators will certainly help to establish the tools and strategies very effectively. Often they have become tutors after having seen the effect on their own child - and trained as a result.

Most of the deep and lasting transformations come, when a student applies these tools daily, reinforces the neural pathways that a tutor or teacher has helped establish and ultimately corrects the challenges of dyslexia, without losing the enormous talents.

Some parents find it challenging to help their children, may not have enough time and patience for the homework after the schoolwork - and would appreciate a tutor or teacher to take over.

Many tutors become a great support for these children. 

You can get a tutor weekly/fortnightly or monthly to support you and specialise the program for your child - and around their passion.

Check out the tutor site if you are interested to becoming a tutor yourself.

It's very rewarding.