A problem learning to read and/or spell should alert parents and teachers that a specific learning disability such as dyslexia may be present. This applies particularly when a child’s progress seems at odds with his or her general level of ability.

Following is a list of indicators that may help parents to identify children who may have a dyslexic difficulty.  A psycho-educational assessment will still be required to make a diagnosis.

Indicators of possible dyslexia (ages 5-7 Years)

• Is slow to learn the connection between letters and sounds (alphabetic principal).
• Has difficulty separating words into sounds, and blending sounds to form words (phonemic awareness).
• Has difficulty repeating multi-syllabic words (e.g. emenyfor enemy, pasghetti forspaghetti).
• Has difficulty decoding single words (reading single words in isolation).
• Has poor word-attack skills, especially for new words.
• Confuses small or easy words: at/ to; said/ and; does/ goes.
• May make constant reading and spelling errors including:
  • Letter reversals (e.g. dfor b as in dog for bog)
  • Letter inversions (e.g. mfor w)
  • Letter transpositions (e.g. feltand left)
  • Word reversals (e.g. tipfor pit)
  • Word substitutions (e.g. housefor
  • Reads slowly with little expression or fluency (oral reading is slow and laborious).
  • Has more difficulty with function words (e.g. is, to, of)than with content words (e.g. clouds, run, yellow).
  • May be slow to learn new skills, relying heavily on memorising without understanding.
  • Reading comprehension is below expectation due to poor accuracy, fluency and speed.
  • Reading comprehension is better than single word reading.
  • Listening comprehension is better than reading comprehension.
  • Has trouble learning facts.
  • Has difficulty planning or organising.
  • Uses awkward pencil grip.
  • Has slow and poor quality handwriting.
  • Has trouble learning to tell the time on an analogue clock or watch.
  • Has poor fine motor co-ordination

Indicators of possible dyslexia (ages 7-12 Years)

• Has continued difficulty reading text aloud or silently.
• Reading achievement is below expectation.
• Still confuses letter sequences (e.g. soiledfor solid; left for felt).
• Is slow at discerning and learning prefixes, suffixes, root words and other morphemes as part of reading and spelling strategies.
• Poor reading accuracy, fluency, or speed interferes with reading comprehension.
• Spelling is inappropriate for age and general ability (e.g. spelling the same word differently on the same page, use of bizarre spelling patterns, frequent letter omissions, additions and transposition).
• Poor spelling contributes to poor written expression (e.g. may avoid use of unfamiliar words).
• Use avoidance tactics when asked to read orally or write.
• Experiences language-related problems in Maths (e.g. when reading word problems and directions, confuses numbers and symbols).
• Is unable to learn multiplication tables by rote.
• Still confuses some directional words (e.g. left and right).
• Has slow or poor recall of facts.
• Lacks understanding of other people’s body language and facial expressions.
• Has trouble with non-literal or figurative language (e.g. idioms, proverbs)
• Forgets to bring in or hand in homework.
• Has difficulty remembering what day or month it is.
• Has difficulty remembering his/her own telephone number or birthday.
• Has poor planning and organisational skills.
• Has poor time management.
• Lacks self-confidence and has a poor self-image.

 When looking at the lists of indicators, remember the following:

• No child will have all the indicators.
• Many children will have several of the indicators.
• Some indicators are more common than others.
• The number of indicators observed in a child does not indicate whether the child’s dyslexia is mild, moderate or severe.