Signs to Watch For if You are Concerned about Dyslexia
According to the Yale Center for Dyslexia and Creativity, indicators of dyslexia can be noticed early on, before school-age. It's important to catch these signs early because early identification and intervention can be key to preventing several difficulties children who struggle with dyslexia may encounter.
Early Signs of Dyslexia - Preschool
Trouble learning common nursery rhymes, such as “Jack and Jill”
Difficulty learning (and remembering) the names of letters in the alphabet
Seems to be unable to recognize letters in his/her own name
Mispronounces familiar words; persistent “baby talk”
Doesn't recognize rhyming patterns like cat, bat, rat
A family history of reading and/or spelling difficulties
Signs of Dyslexia in Kindergarten and 1st Grade
Kids in school learn symbol/sound correlation (e.g., what does B say?), they learn to decode (sound out) words, remember sight words, and spell words. If your child is struggling, indicators of dyslexia are:
Reading errors that show no connection to the sounds of the letters on the page. Your child may say “puppy” instead of the written word “dog” on an illustrated page with a dog shown.
A lack of understanding that words come apart
Complains about how hard reading is or “disappearing” when it is time to read
A history of reading problems in parents or siblings
Difficulty sounding out even simple words like cat, map, nap
Does not associate letters with sounds, such as the letter b with the /b/ sound
Signs of Dyslexia in 2nd Grade and Above
When kids reach second grade and above, the reading and spelling struggles begin to appear more obviously. There is a larger gap between their cognitive capabilities and their academic performance. People with dyslexia tend to have an average or above average IQ, so many learn to compensate on their own and therefore “fly under the radar” in the classroom. Kids may struggle with basic reading concepts along with some noticeable speech issues. Some indicators to watch for are:
Slow in acquiring reading skills. Reading is slow, awkward, and laborious
Trouble reading unfamiliar words, often making wild guesses because he/she cannot sound out the word
Lack of a strategy for reading new words
Avoidance of reading out loud
Searching for a specific word and ends up using vague language, such as “stuff” or “thing” a lot, without naming the object?
Pauses, hesitates, and/or uses lots of “umm’s” when speaking
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
Mispronunciation of long, unfamiliar, or complicated words
Seems to need extra time to respond to questions.
If you are noticing ANY of the signs mentioned above, we strongly recommend seeking out an evaluation. For more information about different kinds of evaluations and the benefits they offer, click here.
We hope that in finding this information, it is bringing you answers. We know that Dyslexia can be an intimidating word, but we want you to know that the dyslexic brain is an amazing thing! To hear an honest and raw story of what it is like to be a student with dyslexia, check out “My Name is Mackenzie and I am Dyslexic” written by an incredible young lady. In it, Mackenzie outlines her journey, from feelings of frustration at school, her evaluation experience, learning she is dyslexic and her journey forward.