I've pasted in a number of previous discussions about what dyslexia might look like in a gifted child - lots of experience on the forum with this one!

Avoidance is definitely a big red flag that something feels too hard. And aeh's #2 above really hits home. It's true that avoidance can become it's own end after a while, but whether the child only thinks it's impossible, or it really is impossible, well - those two look the same to the kid right now. It's also important to remember, as aeh explains so well, that just because they can do it doesn't mean it it doesn't hurt.

I have found it's important to believe that my kid finds the task too hard - but that means I need to find a task that they *can* do. I have to break the job down and find the small first step that can be taught or remediated, and let them see they can do that piece (and if possible, isolate that piece so they are only being asked to do that which they have been explicitly taught and are now capable of). And then teach the next, and the next. They need to learn that they can do it - but that belief will only come if it's true, and they've been given the teaching they need to be able to take on the task.

I will admit this works a lot more easily with something discrete and sequential like learning to read. Heck of a lot more challenging when trying to address writing and executive function deficits. But with all of them, I have learned (the hard way), that avoidance should be tackled fast and hard, but always with trust that the avoidance is caused by a real barrier that needs to be fixed. And that anxiety is as much of a barrier as the LD itself.


http://giftedissues.davidsongifted.org/BB/ubbthreads.php/topics/233895/2.html

http://giftedissues.davidsongifted....ted_child_with_possible_.html#Post228258

http://giftedissues.davidsongifted....4634/Stealth_dyslexia_how_do_you_kn.html

http://giftedissues.davidsongifted....ind_Me_of_2E_Signs_in_Te.html#Post225629