37 Common Characteristics of Dyslexia

Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent characteristic about dyslexics is their inconsistency.

General

• Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level
• Labeled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem"
• Isn't "behind enough" or "bad enough" to be helped in the school setting
• High in IQ, yet may not test well academically; tests well orally, but not written
• Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing
• Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering
• Seems to "Zone out" or daydream often; gets lost easily or loses track of time
• Difficulty sustaining attention; seems "hyper" or "daydreamer"
• Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids

Vision, Reading, and Spelling

• Complains of dizziness, headaches or stomach aches while reading
• Confused by letters, numbers, words, sequences, or verbal explanations
• Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words
• Complains of feeling or seeing non-existent movement while reading, writing, or copying
• Seems to have difficulty with vision, yet eye exams don't reveal a problem
• Extremely keen sighted and observant, or lacks depth perception and peripheral vision
• Reads and rereads with little comprehension
• Spells phonetically and inconsistently

Hearing and Speech

• Has extended hearing; hears things not said or apparent to others; easily distracted by sounds
• Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking

Writing and Motor Skills

• Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible
• Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness
• Can be ambidextrous, and often confuses left/right, over/under

Math and Time Management

• Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time
• Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper
• Can count, but has difficulty counting objects and dealing with money
• Can do arithmetic, but fails word problems; cannot grasp algebra or higher math

Memory and Cognition

• Excellent long-term memory for experiences, locations, and faces
• Poor memory for sequences, facts and information that has not been experienced
• Thinks primarily with images and feeling, not sounds or words (little internal dialogue)

Behavior, Health, Development and Personality

• Extremely disorderly or compulsively orderly
• Can be class clown, trouble-maker, or too quiet
• Had unusually early or late developmental stages (talking, crawling, walking, tying shoes)
• Prone to ear infections; sensitive to foods, additives, and chemical products
• Can be an extra deep or light sleeper; bedwetting beyond appropriate age
• Unusually high or low tolerance for pain
• Strong sense of justice; emotionally sensitive; strives for perfection
• Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health