Preschool

• Late learning to talk
• May have difficulty rhyming
• May have difficulty pronouncing words (i.e., busgetti for spaghetti, mawn lower for lawn mower)
• May have poor auditory memory for nursery rhymes and chants
• May be slow to add new vocabulary words
• May be unable to recall the right word
• May have trouble learning numbers, days of the week, colors, shapes, and how to spell or write his or her own name

Fourth Grade through High School

• Has a history of reading and spelling difficulties
• Avoids reading aloud
• Oral reading is labored, not fluent
• May have an inadequate vocabulary
• Has difficulty spelling; may resort to using less complicated words in writing that are easier to spell
• Repeated spelling errors
• Difficulty with handwriting
• Slow rate of writing
• Difficulty with reading comprehension

Kindergarten through Third Grade

 Fails to understands that words come apart (i.e., snowman can be pulled apart into snow and man, also the word man can be sounded out as /m/ /a/ /n/
• Has difficulty learning the letter names and their corresponding sounds
• Difficulty saying and writing the alphabet correctly in sequence
• Difficulty forming the shapes of the letters
• Reversal of letters or sequence of letters in words when read or written (i.e., b-d, was-saw, quiet- quite)
• Difficulty in learning and remembering printed words
• Has difficulty spelling words phonetically
• Reads dysfluently (choppy and labored)
• Relies on context, guessing, and shape to recognize a word
• Difficulty with handwriting


More Dyslexia Indicators:   http://www.interdys.org/FactSheets.htm 

Is My Child Dyslexic?

Dyslexic Indicators

INC.

Patricia Dietrick, B.S.Ed., WDP, CDP/IDA

STRUCTURED LITERACY FOR THE DYSLEXIC SCHOLAR

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