Dyslexia in children: understand, support, and help through singing

Dyslexia is a specific learning disorder of reading. The DSM-5 classifies it among "Specific Learning Disorders" (315.00; ICD-11: 6A03.0). "Specific" means: the disorder cannot be explained by intellectual deficit, sensory impairment, lack of teaching, or unfavorable environment. A dyslexic child can be highly intelligent, deeply curious, and well stimulated. The reading machine, in their case, simply works differently.

In practical terms, the child takes much longer to associate a letter with the sound it represents. Where an expert reader decodes automatically, the dyslexic child must make an effort on every word. They tire. They guess. They invent. They avoid. Reading, which should become transparent by 2nd grade, remains a feat of strength.

Prevalence is estimated at 6 to 8% of school-age children, roughly one child per classroom. It is neither rare nor a passing trend: we simply talk about it more since the 2000s. (Source: Inserm — French National Institute for Health and Medical Research.)

According to the recommendations of the French National Authority for Health (HAS), a diagnosis is rarely made before the end of 1st grade (CP), and more typically in 2nd grade (CE1). Before then, we speak of a delay or learning difficulty: the brain needs time to settle into reading. If at seven or eight, despite conventional teaching, reading remains laborious, the assessment is launched.

The usual order:

1. The general practitioner or pediatrician. First point of entry. They guide the family and write the first prescriptions.
2. An ENT and audiometric assessment. Crucial, and too often overlooked. A child who hears poorly — chronic glue ear, mild deafness — shows exactly the same signs as a dyslexic child. Before going further, this lead must be ruled out.
3. A full speech-language assessment. The central exam. The speech-language pathologist (SLP) evaluates reading, spelling, phonological awareness, working memory, rapid naming. The assessment lasts between 1.5 hours and three sessions.
4. If needed, a neuropsychological assessment. To confirm there is no other associated disorder (ADHD, dyscalculia, gifted profile, anxiety). About 40% of dyslexic children have an associated disorder.

At the end of the assessment, the SLP either confirms or rules out the diagnosis. If dyslexia is confirmed, therapy is set up, generally one to two sessions per week, over one to three years, sometimes longer depending on severity.

In France, two main systems exist. (In the US, the closest equivalents are the IEP — Individualized Education Program — and the 504 plan; in the UK, the Education, Health and Care Plan or SEN Support.)

• The PAP (Personalized Support Plan). Internal to the school, no need to go through the MDPH. Decided between the parents, the school doctor and the head teacher. It allows: extra time, enlarged photocopies, instructions read aloud, computer use, exemption from reading aloud. Suited to mild and moderate dyslexias. (Closest US equivalent: the 504 plan.)
• The PPS (Personalized Schooling Project). Heavier process, goes through the MDPH (Departmental Center for Disabled Persons). Recognizes a disability, opens the right to an AESH (school support assistant), to adapted equipment, and to accommodations during national exams (brevet, baccalaureate). Suited to severe dyslexias or associated disorders. (Closest US equivalent: the IEP.)

In middle and high school, these accommodations continue and notably allow extra time on national exams. Many dyslexic students graduate without difficulty thanks to these supports — they just need to ask for them.