What are the symptoms of Dyslexia
Not every sign or symptom of the dyslexic profile presents itself in each dyslexic person, although there is usually evidence of a sufficient cluster of these to lead to a diagnosis. It should be noted that dyslexia tends to run in families, so there may be a history of it. Asking parents however may not be enough, as often a parent will not have recognised it when he/she was at school. Many only realise the condition once their children are diagnosed.
- History of slow speech development.
- Difficulty learning nursery rhymes.
- Finds phonological difficulty with the selection of the odd one out e.g. cat: pig : fat.
- Slow in name finding.
- Some dyslexic children enjoy being read to, but show no
interest in letters or words. Others have no patience for sitting and listening.
- Difficulty with two or more instructions at one time (due to weak memory system) but well able to carry out tasks when presented in smaller units.
- Difficulty keeping simple rhythm.
- May not crawl but walks early.
- Persistent difficulty in dressing.
- Difficulty with shoe laces, buttons, clothes the right way around.
- Difficulty with catching, kicking or throwing a ball.
- Difficulty with hopping and skipping.
- Excessive tripping, bumping into things and falling over things.
- Obvious good and bad days for no apparent reason.
At Primary School
- Personal organisation poor.
- Poor time keeping and awareness.
- Difficulty in remembering what day of the week it is, birth date,
seasons of the year, month of the year.
- Difficulty in learning to tell the time.
- Difficulty remembering anything in sequential order, e.g. days of the week, the
alphabet, tables, foreign languages.
- Poor reading progress, particularly on look-and-say methods. Inability to blend letters together.
- Difficulty in establishing syllable division, beginnings and endings of words synthesis and analysis of words.
- Hesitant and laboured reading, especially when reading aloud, often misses out words or adds extra words or fails to recognise familiar words.
- Making anagrams of words, e.g. tired for tried, breaded for bearded.
- Undetermined hand preference.
- Confusion between left and right.
- Poor handwriting with many reversals and badly formed letters.
- Difficulty in picking out the most important points from a passage.
- Poor standard of written work in comparison with oral ability.
- Losing the point of the story being written or read. Messy work with many crossings out and words tried several times e.g. wippe, wype, wiep, wipe.
- Persistent confusion with letters which look similar, particularly b/d, p/q, n/u, m/w.
- Confusion with number order, e.g. plus and minus. A word spelt several different ways in one piece of writing. Badly set out written work, inability to stay close to the margin.
- Seems to dream, does not seem to listen.
- Easily distracted.
- Limited understanding of non-verbal communication.
- Fine motor skills may be poor leading to weakness in the speed, control and accuracy of the pencil.
- May become the class clown, disruptive or withdrawn
(these are cries for help).
- Employs work avoidance tactics (sharpening pencils, looking for books etc.)
- Rests head on desk or right over to one side when colouring or writing.
- Performs unevenly day to day.
- Excessive tiredness due to the amount of concentration and effort