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All Ages: Family History

Because dyslexia often runs in families, a family history of dyslexia can be a red flag for children with reading difficulties.

Preschool (age 3 to kindergarten)

Speech Delays

Dyslexia is a language-based disorder that causes problems in both spoken and written language. Late talking, difficulty with pronunciation or using “baby talk” beyond the age when peers are understood more clearly may be early signs of dyslexia.

According to the American Academy of Pediatrics, one in five children have speech delays. There may be other reasons that a child has speech delays, including hearing loss, language disorders or other diagnoses.

Difficulty Remembering Nursery Rhymes or Chants

Children with dyslexia may struggle to hear or make rhyming sounds. This can make it hard for them to remember nursery rhymes and chants. Children with dyslexia may also have a hard time separating sounds they hear in words (for example, “bat starts with a ‘buh’ sound.”).

Children with executive functioning (EF) challenges may have poor working memory - this makes it hard to remember and retell stories.

Difficulty Following Multi-Step Directions

As they reach preschool age, young children should be able to follow simple, multi-step instructions (like, “pick up your toy and put it in the red bin”).

Children with dyslexia may struggle to recall multiple steps or may get steps out of order. Children with attention issues or ADHD may also have problems following multi-step instructions. Children with EF challenges can struggle with too many steps or when interrupted while following instructions.

Kindergarten and Early Elementary (grades K-2)

Difficulty Recognizing Letters

Children with dyslexia often have problems remembering alphabet order, confusing similar letters (for example, b/d/p/q), or mixing up letter sounds (like f/v or d/t).

Some children may find it difficult to recognize letters and numbers due to visual skills development. Children with dyscalculia can also have difficulties with recognizing numbers.

Difficulty Associating Letters / Letter Combinations with Sounds

Phonological awareness, which includes the ability to recognize and use the sounds that make up words, can be difficult for children with dyslexia. During early elementary school, families may notice difficulties connecting letters (like “B”) with the sounds they make (like “buh”).

Difficulty Sounding Out and Spelling Simple Words

Children with dyslexia often struggle to combine letter sounds to sound out and/or spell simple words, like “cat” or “bat.” Problems may be more obvious when there are no pictures for the child to use as cues.

Learners with attention issues or ADHD may also have difficulty spelling due to poor focus.

Difficulty with Word Recall

Children with rapid automatic naming (RAN) difficulties can have a hard time pulling the correct word, sound or symbol from memory when they need it. This can look like mixing up words (for example, before/after) or substituting vague or incorrect words (calling a familiar toy a “thingie”).

Rapid automatic naming challenges are also common in children with attention issues or ADHD. Children with EF challenges may also struggle with recall due to poor working memory.

Reading Slowly, Making Many Mistakes, or Avoiding Reading

As children near the end of second grade, most will begin to increase reading speed, decrease mistakes and use expression while reading aloud. Children with dyslexia often read slowly and may make frequent mistakes with pronunciation, skipping words or word substitutions. They may also use challenging behaviors to avoid reading out loud.

Children with anxiety may also try to avoid reading activities. Children with EF challenges may read more slowly due to processing delays.

Late Elementary (grades 3-6)

Slow or Sloppy Writing

Children with dyslexia often write more slowly and may have sloppy-looking assignments. Students may omit words altogether or struggle to put thoughts into written words.

Slow or sloppy writing is also common in children with dysgraphia and in learners with attention issues or ADHD. Children with EF challenges may write more slowly because they can struggle to organize information.

Difficulty Recognizing Familiar Words and/or Guessing at Unfamiliar Words

Students with dyslexia may struggle to recognize familiar words in a different context or appear to take random guesses when they encounter an unfamiliar word.

Students with attention issues or ADHD may also miss familiar words or take guesses if they are unable to pay attention to their reading. Children with EF challenges may have problems recognizing familiar words due to poor working memory.

High Level of Understanding with Oral Learning

While students with dyslexia can struggle to read or write assignments, families often notice improved academic performance when information is presented orally. Students with dyslexia may also excel in subjects that don’t involve reading, such as math or visual arts or in conceptual subjects like social studies or biology.