Is your child is Dyslexic?

If a child has several of these indications, further investigation should be made. The child may be dyslexic, or there may be other reasons. This is not a checklist.

1. Persisting factors.

There are many persisting factors in dyslexia, which can appear from an early age. They will still be noticeable when the dyslexic child leaves school.
These include:

    • Obvious 'good' and 'bad' days, for no apparent reason,

    • Confusion between directional words, e.g. up/down, in/out,

    • Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers,

    • A family history of dyslexia/reading difficulties.

2. Pre-school.

    • Has persistent jumbled phrases, e.g. 'cobbler's club' for 'toddler's club'

    • Use of substitute words e.g. 'lampshade' for 'lamppost'.

    • Inability to remember the label for known objects, e.g. 'table, chair'.

    • Difficulty learning nursery rhymes and rhyming words, e.g. 'cat, mat, sat'.

    • Later than expected speech development.

Pre-School Non-language indicators.

    • May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'.

    • Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet.

    • Enjoys being read to but shows no interest in letters or words.

    • Is often accused of not listening or paying attention.

    • Excessive tripping, bumping into things and falling over.

    • Difficulty with catching, kicking or throwing a ball; with hopping and/or skipping.

    • Difficulty with clapping a simple rhythm.

3. Primary school age.

    • Has particular difficulty with reading and spelling.

    • Puts letters and figures the wrong way round.

    • Has difficulty remembering tables, alphabet, formulae etc.

    • Leaves letters out of words or puts them in the wrong order.

    • Still occasionally confuses 'b' and 'd' and words such as 'no/on'.

    • Still needs to use fingers or marks on paper to make simple calculations.

    • Poor concentration.

    • Has problems understanding what he/she has read.

    • Takes longer than average to do written work.

    • Problems processing language at speed.

Primary school age non-language indicators:

    • Has difficulty with tying shoe laces, tie, dressing.

    • Has difficulty telling left from right, order of days of the week, months of the year etc.

    • Surprises you because in other ways he/she is bright and alert.

    • Has a poor sense of direction and still confuses left and right.

    • Lacks confidence and has a poor self image.

4. 12 or over. As for primary schools, plus:

    • Still reads inaccurately.

    • Still has difficulties in spelling.

    • Needs to have instructions and telephone numbers repeated.

    • Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'.

    • Confuses places, times, dates.

    • Has difficulty with planning and writing essays.

    • Has difficulty processing complex language or long series of instructions at speed.

12 or over non-language indicators:

    • Has poor confidence and self-esteem.

    • Has areas of strength as well as weakness.

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