Signs of dyslexia

Let’s uncover the signs of dyslexia.

So far we’ve addressed dyslexia myths and defined exactly what dyslexia is.

Here’s a quick refresher:

Dyslexia is the most common learning disability. It is “characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language and are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.” (Source: Conquering Dyslexia, by Jan Hasbrouck)

Signs of dyslexia

(Sources: Overcoming Dyslexia, by Sally Shaywitz, Dyslexia 101, by Marianne Sutherland, and Conquering Dyslexia, by Jan Hasbrouck)

It is not a single sign that alerts us to the possibility of dyslexia; it’s the combination of multiple signs. Later in this series we’ll help you understand what to do if you suspect dyslexia.

Another important note is that the specific signs of dyslexia will vary according to the age and educational level of that person.

Clues to dyslexia in preschoolers

• Trouble learning common nursery rhymes
• Delayed speech
• Difficulty rhyming
• May have trouble learning the alphabet, letters, colors, etc.
• Mispronouncing familiar words (persistent baby talk)
• Difficulty in learning and remembering names of letters and numbers
• Failure to know the letters in one’s name

Clues to dyslexia in kindergartners and first graders

• Failure to understand that words come apart (not able to break words apart into syllables (cowboy to cow-boy) or phonemes (cat to /k/ /a/ /t/)
• Inability to remember letter-sound associations (b represents /b/)
• Reading errors that show no connection to the sounds of the letters (pig may be read as goat)
• Inability to sound out even simple CVC words (big, dog, cat)
• Complains about how hard reading is
• History of reading problems in parents or siblings

Clues to dyslexia in second grade through high school

• Mispronunciation of long, unfamiliar, or complicated words
• General reluctance to read or write
• Persistent letter and number reversals
• Speech that is not fluent – pausing or hesitating often when speaking
• Using imprecise language (“stuff” or “things” instead of the name of the object)
• Not being able to find the exact word, such as confusing words that sound alike (such as saying tornado instead of volcano)
• Needing time to come up with a verbal response quickly
• Difficulty in remembering isolated pieces of verbal information
• Very slow progress in acquiring reading skills
• Lack of a strategy for reading new words
• Trouble reading unknown words that must be sounded out
• Inability to read small function words (that, in, of)
• Stumbling on multisyllable words
• Omitting parts of words when reading
• Fear of reading out loud
• Oral reading full of substitutions, omissions, and mispronunciations
• Choppy, labored oral reading that lacks inflection
• Better able to understand words in context rather than in isolation
• Inability to finish tests on time
• Very poor spelling
• Trouble reading mathematics word problems
• Messy handwriting
• Extreme difficulty learning foreign languages
• Lack of enjoyment in reading
• Avoidance behaviors (often complaining of a headache or upset stomach in relation to school work)
• History of reading, spelling, and foreign-language learning problems among family members

If you suspect dyslexia, don’t despair! Children with dyslexia CAN learn to read … and to enjoy it! In addition, people with dyslexia often display strengths such as the following. (Source: Overcoming Dyslexia, by Sally Shaywitz)

• Curiosity and a strong imagination
• Ability to figure things out
• A good understanding of new concepts
• Talent at building models
• Excellent thinking skills
• Ability to get the “big picture”
• A high level of understanding of what is read to him/her
• Excellence in areas not dependent on reading or in more conceptual subjects
• Often especially emphathetic

I’d like to conclude with a quote from a parent of a child with dyslexia, as quoted in Overcoming Dyslexia, by Sally Shaywitz.

Don’t be afraid of a dyslexia diagnosis. Become empathetic, learn about it, do the best you can to help your kid understand, also, that they’re going to be fine. This isn’t the end of the world. Not only is it not the end of the world, it’s a great opportunity (for your child to learn to advocate for him/herself).

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