ABSTRACT
This chapter demonstrates that successful intervention requires a truly reflective practitioner who is able to think creatively and empathetically about their practice and the impact that this practice has upon the children in their care. Formal identification can only be undertaken by a dedicated educational psychologist or a specialist teacher trained in dyslexia assessment and recognition. Learning to observe children closely is a key part of all practitioners' training programmes, and most will have written many observations before they leave their initial training. However, observations can also create ethical dilemmas about issues of consent, intrusion and confidentiality and these need to be carefully addressed within the policies of the setting. Goswami suggested that training phonological awareness in babies and young children could promote literacy development and may help to ameliorate the emergence of literacy difficulties later on in some children.
