The following thesis deals with the topic of reading and writing difficulties (Dyslexia) in relation to the learning of written language at school. Based on my own experiences in everyday school life as a teacher, in which more and more children show difficulties in learning the written language, the idea for this work was born. It is intended to provide teachers with a handout to support them in dealing with children who are suffering with dyslexia.
This thesis shows theoretical principles on possible causes, diagnostics and support measures of dyslexia. In doing so, the focus is placed on the everyday school activities of teachers and not on therapeutically-guided individual support lessons. Didactic and methodological approaches are presented, orientated towards the content of the Waldorf school curriculum, which have a preventative effect on reading and spelling disorders, as well as concrete individual measures which should enable affected children to participate in lessons in the best possible way.
Keywords: Reading and spelling difficulties (LRS), preventive care, Waldorf class teacher