Signs of Dyslexia

The possible strengths and the possible challenges typical of students with dyslexia at different stages in their education.

GRADE LEVEL	POSSIBLE STRENGTHS	POSSIBLE CHALLENGES
Pre-K to Grade 1	Curiosity A great imagination Creative Eager to embrace new ideas Maturity beyond their years	General Has a family history of reading/spelling difficulties Confuses left and right; delay in hand dominance Has trouble reciting the alphabet, numbers, days of the week, or other sequences Has trouble learning common nursery rhymes such as “Jack and Jill” Has difficulty recognizing rhyming patterns (cat, bat, rat) Speaking Is late learning to talk Mispronounces words by mixing up sounds (mawn lower) Has trouble naming letters, matching letters to sounds, or blending sounds Confuses names or pronunciations of letters with similar sounds (p/b; z/s; v/f; d/t)
Grades 1 to 3	The ability to solve practical problems Strong listening comprehension Easily understands new concepts Large oral vocabulary for his/her age Enjoyment in solving puzzles Talent at building models	General Lacks fast, effortless recognition of numbers and simple math facts Speaking Mispronounces words by mixing up sounds (cinnamon for synonym) Has difficulty breaking spoken words apart into sounds or syllables Reading/Spelling Has difficulty sounding out simple words (cat, map, nap) Complains about how hard reading or spelling is, or avoids reading Has trouble reading/spelling sounds in sequence (left for felt) Reading is inaccurate, slow, and/or is not automatic Spells words incorrectly, even common high frequency words (was, were, then) Relies on pictures or memorization when reading Confuses similar-looking letters and words (b/d, p/q, was/saw)
Grades 3 to 6	Large vocabulary for his/her age Strong comprehension of stories read/told to him Strong thinking skills: conceptualization, reasoning, imagination, abstraction Ability to get the “big picture”	General Has trouble recalling dates, names, telephone numbers, random lists, math facts Has low self-esteem or anxiety Speaking Confuses words that sound alike (tornado for volcano, lotion for ocean) Uses imprecise language (stuff, things) Oral language abilities much higher than writing skills Reading/Spelling Reading is slow, inaccurate, or halting/choppy Has trouble reading unfamiliar words; difficulty sounding out multisyllabic words Lacks strategies for sounding out new words Avoids reading aloud Has poor spelling and/or handwriting Spells words the way they sound, rather than the way they look Avoids reading and writing tasks; strongly prefers word processing
Grades 6 to 9	A high level of understanding of what is read aloud A sophisticated spoken vocabulary Strong in areas not dependent on reading, such as math, computers, and visual arts Strong in conceptual subjects, such as philosophy, science, social studies, and creative writing Exceptional empathy and warmth, emotional intelligence	General Has trouble finishing tests on time Has difficulty learning a foreign language or reading music Has low self-esteem or anxiety Has to study more than peers Speaking Pauses or hesitates when speaking, using um and like repeatedly Mispronounces multisyllabic, unfamiliar, or complicated words Uses imprecise language, for example, stuff, things Seems to need extra time to respond to questions Oral language abilities much higher than writing skills Reading/spelling Reading and writing are slower than peers Needs to reread for meaning May answer higher-level questions about text but miss easier, literal questions Avoids writing; compositions are brief and simplistic Poor spelling and/or handwriting Suffers fatigue when reading; avoids reading
Grades 9 to 12 & Beyond	Successful when focused on a highly specialized content area Excellence in writing if content is the focus and spelling is not important Exceptional empathy and warmth, emotional intelligence Success in areas not dependent on rote memory Talent for high-level conceptualization and original insights Big-picture thinking Inclination to think outside of the box Noticeable resilience and ability to adapt	General Has low self-esteem or anxiety Knowledge not reflected in standardized test scores Has to study more than peers Speaking Not fluent, often anxious while speaking Pauses or hesitates when speaking, using um and like repeatedly Uses imprecise language, for example, stuff, things Struggles to retrieve words (“tip of my tongue” moments) Often pronounces names incorrectly; trips over parts of words; avoids saying words that might be mispronounced Has difficulty remembering names of people and places; confuses names that sound alike Struggles when put on the spot in conversations or writing Spoken vocabulary is smaller than listening vocabulary Reading/spelling Reading requires great effort and at a slow pace Rarely reads for pleasure Avoids reading aloud Avoids writing; handwritten compositions are brief and simplistic Word processed compositions can be disorganized and lack cohesion Has poor spelling and/or handwriting Has difficulty determining the correct spelling of words, even when using a spell checker while word processing

Signs of Dyslexia
The possible strengths and the possible challenges typical of students with dyslexia at different stages in their education.

The FCPS online dyslexia handbook provides information and resources to FCPS schools and parents alike as they support students with dyslexia.

View the Dyslexia Handbook

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Signs of Dyslexia

The possible strengths and the possible challenges typical of students with dyslexia at different stages in their education.

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