Characteristics of Dyslexia

The most prevalent characteristic of a learner with dyslexia is inconsistency. Interestingly, the dyslexic learner often displays certain characteristics very consistently. Remember, each learner is unique in his compilation of characteristics; however, these characteristics can vary from day-to-day or minute-to-minute. A learner with dyslexia will not display all of these characteristics, but when a variety of these describe a learner, dyslexia is the issue.

Does the learner . . . .?

• Omit or substitute small words when reading?
• Recognize a word in one sentence, but shortly thereafter come upon the same word with no recognition?
• Demonstrate reversals with letters when reading and/or writing and is third grade or beyond?
• Demonstrate reversals with numerals and is third grade or beyond?
• Rub or squint eyes or change facial expressions when trying to read?
• Display constant movement of body when reading?
• Complain of dizziness, headaches or stomach aches while reading?
• Often leave out vowels when spelling, spell phonetically, or choose letters that do not make sense?
• Write down all the correct letters of a spelling word, but sequence them out of order?
• Correctly spell and misspell the same words within the same composition?
• Complain of text moving on the page as he reads?

Are strengths observable with . . .?

• Talents in the arts, drama, and/or music?
• Talents in the area of sports?
• Building skills such as with Legos, Knex, blocks, models, etc.?
• Building an object without using directions to complete the task?
• Ambidexterity?
• Listening comprehension, but not reading comprehension?
• Determining math answers, but cannot explain how he got the answer?
• Remembering details about past experiences that should have likely been forgotten?
• Telling stories and easily socializing with people of all ages?
• Hearing sounds that are there, but not readily apparent to others?
• Out-of-the-box problem solving ideas?
• Remembering various and specific movie lines?
• Noting observations and details, especially with areas of interest?
• Compassion and care for others?

Are weaknesses observable with . . .?

• Legibility of penmanship. Does it deteriorate further the longer he writes?
• Learning and retaining one's address and phone numbers?
• Being able to tie shoes?
• Learning alphabet letters, alphabet order, and/or alphabetizing skills?
• Attaching sounds to letters and letter combinations?
• Blending sounds together fluently to decode words?
• Fluent reading?
• Transferring thoughts easily on paper?
• Choosing the correct word for fill-in-the-blank sentences, even when a word bank is offered?
• Accurately estimating time passage or reading an analog clock?
• Learning rote memory skills such as math facts or remembering a list of sequenced items?
• Differentiating homophones/homonyms?
• An unusual pencil grip and the ability to recopy words/numbers accurately?

Has it been said that your child . . .?

• Appears intelligent, but he is unable to read, write, or spell at grade level?
• Is simply lazy, immature, a behavior problem, or does not try hard enough?
• Does not qualify for an IEP because the discrepancy is not wide enough, despite the fact he is not demonstrating grade level work?
• Is one of the first ones to understand the oral concepts presented in class, but then does poorly on the written work associated with topic?
• Seems to "zone out" or be distracted during teacher instruction time?
• Displays poor organizational skills and has a messy desk, notebooks, etc?
• Lacks tenacity with problem solving and gives up too easily?
• Frequently has late or missing assignments?
• Does not ask for help when needed?
• Spends too much time talking to others during classtime?