>> Hi there. So, we got to a point where we've talked about an identification of reading difficulties and we've talked about some of the additional things that might be going on for an individual with dyslexia. So, it's a natural time to ask, well, what are the pros and cons of actually giving a child this label of dyslexia? We've been talking a lot about the label of dyslexia and other labels. So, if we going to go in and actually take that step, what are some of the pros and cons? So, Vincent, I mean, what would you say are some of the advantages you feel of actually giving a child the label of dyslexia? >> Well, I think it's often a relief for the parents, certainly, and the child very often. Also, to be able to put a word on something they felt that something was wrong, but they couldn't name it. And so, with the diagnosis, with the label of dyslexia, they feel relieved because they can put words on what was wrong and what they could not name before that. Another positive aspect, I think, is that in some countries, more and more countries, the label of dyslexia allows to have adaptations at school, extra time for the exams, or the adaptations which the child would benefit if he or she is diagnose and would not benefit if the diagnosis is not there. These are the two main aspects that I see as positive with the labeling. >> Right. Right. Now, they are very valid points. I think, as you were speaking, I was thinking, sometimes there can be disadvantages. I think sometimes when a child has already developed some defense mechanisms against reading and is just feeling that they might fail if they try it. I think I've seen some cases where a child will just say, "Well, look, you know, I can't do that. I've got dyslexia. Don't make me do it." So, I guess you have to be careful in that kind of sense or at least if the label is given that that kind of thing is not encouraged as a behavior. I think also it can be tricky. I guess we have to be careful that in some school systems, I've seen that if you're given that label, you then end up with almost a kind of packaged intervention that is phonics. And as we've talked about that I guess that may not always be the best route. So, I think it's good to know your school system and whether the label is going to automatically result in an intervention, where it could be that your child is older and actually, that may not be the perfect intervention. So, I guess something to think, or a context to think about. And I think, I mean,I think lastly as well, it's just important, I guess, to remember the labels are in some ways kind of easy to give but then hard to take away. And certainly, I think it's such a fine balance in early years because we, obviously, sometimes, as you said, like the label is the gateway to the help. But then, actually, if the child just needed some systematic instruction once they have that help, the problem resolves. Then, they could be kind of you know stuck with a label. So, I think people who are doing the diagnoses in families, it is a tough decision. I think very often is you have to make the individual cool and almost do this pros and cons list in your head to work out whether it's going to be the right thing for you and your family.
