Understanding Dyslexia: A Conversation with Anna van Buchem

Every child learns differently. Sometimes, they simply need someone to understand how they learn.

For many parents, discovering that their child may have dyslexia can bring a mixture of concern, confusion, and many questions. “Why is reading so difficult?” “Why does my child struggle with spelling when they understand so many other things?” And perhaps most importantly: “How can I help?”

For Anna van Buchem, these questions are not only professional ones. They are personal.

Anna has been involved in teaching and training children for many years. Her own journey into dyslexia education began when she discovered that her own child was struggling with dyslexia. Wanting to understand the difficulties her child was experiencing and find the best way to provide support, Anna began studying dyslexia in depth and obtained official certifications.

Today, she uses both her professional knowledge and her personal experience to help other children and their families through a journey that she knows can sometimes feel challenging.

How did you start working with children with dyslexia?

I have been teaching and training children for many years, and I have always found it very rewarding to see a child suddenly understand something that they had been struggling with. But my interest in dyslexia became much more personal when I discovered that my own child was struggling with it. As a parent, you naturally want to understand what is happening. You see your child trying, but sometimes the results simply don’t reflect the effort they are putting in. That can be difficult for both the child and the parents.

I wanted to understand my child better. I wanted to know why certain things were difficult and, most importantly, what I could do to help. That experience motivated me to study dyslexia more deeply and obtain the appropriate professional certifications. The more I learned, the more I realised that children with dyslexia often don’t need less support—they need the right kind of support.

Today, I feel very fortunate that my personal experience led me into this field. Being able to help other children and parents who may be going through similar experiences is something that is very meaningful to me.

What are some indicators that your child might have dyslexia?

Every child develops differently, so one particular difficulty does not automatically mean that a child has dyslexia. However, parents and teachers may notice a combination of signs.

Some possible indicators include:

Difficulty learning letters and their corresponding sounds;
Reading that is noticeably slower or more difficult than expected for the child’s age;
Frequently confusing or reversing letters or numbers;
Difficulty spelling even familiar words;
Leaving out, adding, or changing letters when reading or writing;
Difficulty remembering sequences, such as days of the week or months;
Problems following several verbal instructions at once;
Avoiding reading or becoming frustrated when asked to read;
Taking considerably more effort to complete reading and writing tasks;
A noticeable difference between the child’s general abilities and their reading or writing performance.

One of the most important things for parents to remember is that dyslexia is not a measure of intelligence. A child can be bright, creative, curious, and full of ideas while still finding reading and writing extremely difficult. Sometimes a child who appears to be ‘lazy’ or ‘not trying hard enough’ is actually working much harder than everyone realises. Recognising this can be a very important first step.

What are the most common ways to support and address dyslexia?

There is no single method that works for every child. Every student needs an individual evaluation and consultation to understand their specific learning profile and determine the most appropriate path of support. This is extremely important because no two children are exactly the same. One child may struggle mainly with phonics and decoding, while another may have greater difficulties with spelling, reading fluency, working memory, or comprehension.

Educational intervention can include structured reading instruction, phonics, spelling, writing, vocabulary, and comprehension. A good programme is generally:

Structured—skills are taught in a logical sequence;
Systematic—new skills are introduced step by step and reinforced regularly;
Multi-sensory—seeing, hearing, speaking, writing, and movement can be combined to reinforce learning;
Individualised—the programme is adapted to the child’s particular strengths and difficulties.

The evaluation is therefore not simply about identifying a difficulty. It is about understanding the whole child and finding the approach that gives that child the best opportunity to progress.

How important are parents in supporting a child with dyslexia?

Parents are an essential part of the journey. Support should not stop when a child leaves the classroom. What happens at home can have a significant impact on a child’s confidence, motivation, and willingness to keep trying.

The first thing parents can provide is understanding. A child who struggles with reading may become frustrated, embarrassed, or afraid of making mistakes. Over time, repeated difficulties can affect their confidence and their attitude towards school. Parents can help by creating a positive environment where mistakes are part of learning rather than something to be ashamed of.

In our own family, this became very personal. My husband was also actively involved. He would sit down with our child and read a few pages together every day. It was not about forcing long reading sessions or expecting immediate results. It was about making reading a regular, positive part of everyday life. A few pages every day may seem like a small thing, but over time those small steps can become significant progress. We saw that progress ourselves. Little by little, reading became easier, and with that came something just as important: confidence.

This is what parents sometimes need to remember. Dyslexia support is a process. Progress may not happen overnight, and there can be good days and difficult days. What matters is continuing to take those small steps forward. Reading together, practising skills in a relaxed way, celebrating small improvements, and recognising effort can all help. But perhaps the most important message a parent can give is: “You can learn. We just need to find the way that works for you.”

Communication is also important. Parents, teachers, and dyslexia specialists should work closely together and share information about what the child is experiencing and what strategies are helping. Encouraging their interests, friendships, creativity, sports, and other talents helps them build a sense of confidence and achievement outside the areas where they may experience difficulties.

Is it possible to find a complete solution for dyslexia?

Dyslexia is a lifelong learning difference, so there is no single treatment that simply makes dyslexia disappear. But that does not mean that a child cannot make significant progress. With the right identification, teaching methods, support, and encouragement, children with dyslexia can develop strong reading, writing, and learning skills.

The objective is not to change the child. It is to understand how that child learns best and give them the tools and confidence to succeed. And sometimes the biggest change is not only in the child’s academic skills. It is seeing a child who once said “I can’t do this” begin to say “I can do it.” That is one of the most rewarding parts of this work.

Would you like to understand how you can help your child?

If you are concerned that your child may be struggling with dyslexia, you don’t have to find the answers on your own. Rumah Belajar Dyslexia offers a free consultation with Anna van Buchem and her team.

Every child deserves to be evaluated as an individual. During the consultation, Anna and her team can discuss your child’s difficulties, learning behaviour, and development and determine whether further evaluation or assessment is appropriate. The purpose is not simply to put a label on a child. It is to understand how that particular child learns, where the difficulties are, and what kind of support is most appropriate. Based on the individual evaluation, Anna and her team can help define a personalised working plan and the optimal learning and intervention path for the child.

For parents, getting that first understanding can bring enormous relief. Instead of wondering “Why is my child struggling?”, you can begin asking a much more positive question: “What can we do to help my child learn?” Sometimes, that is where a new journey begins.