A checklist cannot diagnose dyslexia or any other learning difficulty. Many children show some of these signs at times. What matters is a pattern that continues even when the teaching is good.
The International Dyslexia Association describes dyslexia as a specific learning disability that shows up as difficulty with accurate or fluent word reading and spelling. The difficulty varies in severity, and it persists even when instruction is effective for the child’s classmates. It is not a sign of low intelligence or lack of effort. Noticing the signs early matters because early support is more effective than waiting. See supporting a child with dyslexia at school for what helps.
Before school
- Difficulty pronouncing familiar words.
- Trouble learning rhymes and songs, or hearing that words rhyme.
- Being slow to add new words, or often struggling to find the word they want.
- Difficulty learning the letters of the alphabet, or the letters of their own name.
- Not yet understanding that we read from left to right.
The first years of school
- Difficulty learning letter names and the sounds they make.
- Difficulty splitting a word into its sounds, for example hearing d-o-g in “dog”, by the end of the first year of reading instruction.
- Trouble sounding out simple words, such as mat, cat, hop and nap.
- Guessing words from the pictures or the first letter, instead of reading them.
- Slow, effortful, choppy reading that does not get smoother with practice.
- Spelling that does not follow the sounds of the word.
- Complaining that reading is hard, or avoiding it.
Older children
- Reading slowly and with effort, and avoiding reading aloud.
- Avoiding reading for pleasure.
- Spelling difficulties, and choosing simpler words because they are easier to spell.
- Difficulty finishing homework, taking notes or staying organised.
Other things to keep in mind
- Family history. Reading difficulties often run in families. A parent or sibling who found reading very hard is worth mentioning.
- Hearing and vision. Have these checked, so that they can be ruled out.
- Language of teaching. A child who is learning in a language that is not spoken at home may need time, and the picture can be harder to read. See dyslexia and learning several languages.
- No single test. There is no one test for dyslexia. Identification takes a proper assessment.
What to do next
- Write down examples. Note what you saw, when, and how often. Samples of reading and spelling help.
- Talk to the class teacher. Ask what they see in class and what they have tried.
- Ask about support now. Extra help with reading does not have to wait for a formal assessment.
- Ask about an assessment. See how to get a learning assessment in India.
- Keep reading enjoyable. See reading at home.
What to avoid
Avoid comparing the child with others, calling them lazy, or making reading a daily battle. Pressure makes reading feel worse, and the child may start to avoid it.
Sources
- California Department of Education, Dyslexia Guidelines, Chapter 4: signs of dyslexia by age group.
- International Dyslexia Association, definition and fact sheets.
- Altru Health System, Dyslexia (no single test; early assessment and support).
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.