Dyslexia is a language-based learning difference that primarily affects how children learn to read, spell, and write. It has nothing to do with intelligence—many dyslexic children are bright, creative, and capable in countless ways. The challenge lies in how their brains process written language, particularly the connection between letters and sounds.
Key Points
- Dyslexia symptoms vary by age and often appear as difficulties with reading, spelling, and language processing.
- Early identification and support can significantly improve a child's reading skills and confidence.
- A combination of signs, family history, and persistent struggles should prompt consultation with educators and professionals.
Below, you will find a quick reference checklist, age-specific signs (preschool, early primary, and later primary), behavioral and emotional indicators, family history factors, and practical next steps for getting your child the support they need.
Quick Dyslexia Symptoms Checklist for Children
Before diving into the details, here is a fast-reference list for parents asking, “Could this be dyslexia?” Scan through these common red flags and note which ones sound familiar.
General signs across ages 3–12:
- Struggles to remember letters of their own name
- Has difficulty learning letter names and their sounds
- Cannot easily rhyme words or struggles with rhyming games
- Mispronounces common words or familiar words past age 4–5
- Frequently confuses similar-sounding words (like “pacific” for “specific”)
- Shows persistent letter reversals (b/d, p/q) after age 7
- Reads very slowly compared to same-age peers
- Guesses words from pictures or first letters instead of sounding them out
- Shows poor spelling that does not improve with practice
- Avoids reading aloud whenever possible
- Has trouble remembering sequences (days of the week, months, alphabet order)
- Uses vague words like “stuff” or “thing” instead of specific names
- Complains that reading is hard or says “I hate reading”
- Takes much longer than classmates to finish reading or writing tasks
- Shows strong ability in speaking or reasoning but weak reading skills
Having just one or two of these items is usually not enough for concern. What matters is seeing patterns across several items and across time. If multiple signs persist over months despite regular teaching, it is worth investigating further. Read on for age-specific details that can help you pinpoint what you are seeing in your child.
Preschool (Ages 3–5): Early Signs of Dyslexia in Young Children
Signs of dyslexia can appear before formal reading instruction begins. In preschool-age children, these early indicators typically show up in spoken language, memory, and play rather than in reading itself.
Speech and language signs:
- Mispronouncing common words past age 4 (saying “aminal” for “animal” or “pasghetti” for “spaghetti”)
- Mixing up similar-sounding words (like “tornado” for “volcano”)
- Slow word retrieval—often pausing with “um” or “uh” when speaking
- Using vague words like “thing,” “that,” or “stuff” instead of specific names
- Difficulty learning nursery rhymes or getting the words in the right order
- Trouble recognizing words that rhyme
Memory and sequencing signs:
- Cannot reliably recite days of the week or months of the year
- Struggles to remember 2–3 step instructions
- Often muddles the order of daily routines (getting dressed, bedtime steps)
- Has trouble learning the alphabet song despite repeated practice
Story and conversation signs:
- Difficulty telling simple stories in order
- Leaves out key parts when recounting an event
- Gets stuck searching for words during conversation
Play-based indicators:
- Little interest in looking at picture books compared with peers
- Rarely pretends to “read” or does not notice letters on signs
- Shows less curiosity about written words in the environment
A cluster of these signs that persists over several months is more concerning than a single occasional difficulty. If you are noticing multiple issues in this age group, it may be worth discussing your concerns with your child’s preschool teacher or pediatrician.
Early Primary (Grades K–2 / Ages 5–7): Dyslexia Symptoms When Children Start to Read
Ages 5 to 7 are when many dyslexia signs become obvious because formal reading and phonics teaching begin. This is often the point when the difference between a child with dyslexia and their peers becomes more noticeable.
Letter-sound learning issues:
- Struggling to learn letter names and their sounds
- Taking much longer than classmates to master basic phonics
- Confusing similar-looking letters (b/d, p/q, m/n, u/n)
- Forgetting letter sounds from day to day despite practice
Phonological awareness signs:
- Trouble breaking words into individual sounds (unable to hear that “cat” is c-a-t)
- Difficulty blending sounds together to make a word
- Struggles with clapping out syllables in words
- Weak connection between sounds and the letters that represent them
Reading behaviors:
- Guessing words from the first letter or from the picture instead of sounding them out
- Skipping short words like “a,” “of,” “to,” and “for”
- Losing place or skipping lines on the page
- Reading “puppy” when looking at a picture of a dog (using context rather than decoding)
Writing and letter formation:
- Continuing to reverse letters or write them backwards after age 7
- Very slow, labored handwriting
- Inconsistent letter sizes and spacing
Emotional and behavioral signs:
- Visible frustration with reading homework
- Frequent comments like “I hate reading” or “reading is stupid”
- Avoiding reading aloud in class or at home
- Appearing “checked out” or wanting to disappear when reading time arrives
These difficulties are often unexpected when you compare them to the child’s spoken vocabulary, curiosity, and reasoning skills. A dyslexic child may have excellent oral language and strong ideas but struggle significantly to get those ideas onto the page.
Later Primary (Grades 3–5 / Ages 8–11): How Dyslexia Symptoms Change as Material Gets Harder
From about age 8, schoolwork shifts from “learning to read” to “reading to learn.” Children are expected to use their reading skills to absorb information from text in subjects like science, history, and social studies. This shift can expose hidden dyslexia in children who previously managed to keep up.
Reading signs:
- Reading slowly and word-by-word rather than with natural fluency
- Stumbling over longer multi-syllable words
- Frequently skipping or misreading small common words
- Struggling to decode new words in subject-specific texts
- Needing to reread sentences or paragraphs multiple times
Comprehension issues:
- Understands stories well when read aloud but struggles after silent reading
- Difficulty answering questions about what was just read
- Forgets key details from the text quickly
- Makes up parts of the story based on illustrations rather than the text
Spelling problems:
- Persistent phonetic spellings (“frend” for “friend,” “sed” for “said”)
- Inconsistent spelling of the same word within a single paragraph
- Particular trouble with high-frequency words (because, what, said, where)
- Mixing up letter order (writing “tired” as “tried”)
Written work characteristics:
- Short written answers despite strong oral storytelling ability
- Messy or disorganized writing on the page
- Taking much longer than classmates to finish written assignments
- Avoiding writing whenever possible
Physical and behavioral clues:
- Appearing tired after even brief reading sessions
- Avoiding reading-heavy homework or putting it off until last
- Complaining of headaches, words “moving,” or eyes feeling tired during reading
- Reluctance to read books for pleasure
If your child complains of visual symptoms during reading, it is worth having their vision checked by an optometrist. However, dyslexia is a language processing issue, not a vision problem—even children with perfect eyesight can be dyslexic.
Behavior, Emotions, and Classroom Red Flags in Children With Dyslexia
Dyslexia symptoms are not only academic. Behavior and emotions often signal that reading and writing are unusually difficult for a child, even before formal testing happens.
Classroom behaviors:
- Frequently “off task” or daydreaming during reading lessons
- Relying on classmates to read instructions aloud
- Volunteering enthusiastically for spoken tasks but avoiding written ones
- Acting as the class clown or becoming disruptive during literacy activities
- Finding excuses to leave the room (sharpening pencils, bathroom trips) when reading begins
Emotional signs:
- Low confidence specifically around anything to do with reading or writing
- Calling themselves “stupid” or “dumb” despite obvious strengths in other areas
- Becoming anxious, tearful, or upset before reading aloud
- Expressing strong feelings of frustration about school
Coping strategies children may use:
- Memorizing books rather than actually reading them
- Avoiding eye contact when the teacher is choosing children to read
- Choosing tasks that do not require writing whenever given options
- Relying heavily on oral explanations or asking questions instead of reading instructions
The “spiky profile”:
One of the most telling indicators is a significant difference between a child’s verbal ability and their written performance. Dyslexic children often have:
|
Strength Areas |
Weakness Areas |
|---|---|
|
Strong oral vocabulary |
Very weak reading accuracy |
|
Creative thinking and problem-solving |
Poor spelling consistency |
|
Good understanding when listening |
Difficulty decoding text |
|
Excellent verbal reasoning |
Slow, labored writing |
When teachers see this uneven profile—especially if it persists across the school year—it should trigger further investigation. A child who can tell a brilliant story aloud but cannot write a coherent paragraph may be struggling with dyslexia rather than a lack of effort or ability.
Family History and Other Risk Factors to Include in Your Checklist
Dyslexia often runs in families, and background information belongs on any thorough symptoms checklist. Understanding your family history can help you and professionals identify patterns.
Hereditary factors:
- If one parent has dyslexia, there is roughly a 40–50% chance the child may also have it
- Risk increases if both parents or multiple close relatives are affected
- Siblings of children with dyslexia have higher likelihood of also being dyslexic
- A family history of reading struggles, late reading development, or learning difficulties is relevant
Developmental factors:
- Delayed speech or language milestones (few words by age 2, unclear speech past age 3.5)
- Frequent ear infections in early childhood
- Needing extra help to learn basic vocabulary compared with peers
- Late development of other skills like tying shoes or learning dates
Co-occurring difficulties:
Many children with dyslexia also experience other challenges:
- Attention difficulties (possible ADHD)
- Motor coordination issues resulting in very messy handwriting
- Trouble with sequences like times tables, math facts, or remembering phone numbers
- Difficulty with organization and keeping track of belongings
Risk factors do not cause dyslexia on their own. However, when combined with the academic and language signs listed earlier, they strengthen the case for seeking a formal assessment. If you have a family history of reading difficulties and you are seeing multiple symptoms in your child, do not wait to explore your concerns.
When to Seek a Professional Evaluation and Next Steps for Parents
Trust your instincts. If you have been seeing a pattern of symptoms over at least 6 to 12 months—despite regular teaching and practice at home—it is time to take action.
Practical steps for parents:
- Collect evidence: Gather schoolwork samples showing reading and spelling mistakes over time
- Document home observations: Write down specific examples of difficulties you notice (e.g., “Takes 20 minutes to read one page,” “Cannot remember sight words we practiced yesterday”)
- Talk to the teacher: Schedule a meeting with your child’s class teacher or special educational needs coordinator to share your concerns
- Ask specific questions: What reading interventions have been tried? Is phonics instruction systematic and explicit? How is progress being monitored?
- Request an evaluation: Ask about the process for formal assessment through the school or seek a private educational psychologist
Who can formally identify dyslexia:
Only qualified professionals can formally diagnose dyslexia. Depending on your location, this may include:
- Educational psychologists
- Specialist dyslexia assessors
- Speech and language therapists (in some regions)
A checklist is a useful screening tool, but it cannot replace professional assessment.
Support before and after diagnosis:
You do not need to wait for a formal diagnosis to start helping your child. Early support options include:
- Structured phonics programs that teach letter-sound connection explicitly
- Extra reading practice with appropriate-level books
- Classroom accommodations like extra time on tests or having instructions read aloud
- Audiobooks to maintain exposure to complex language and story structure
A hopeful outlook:
With early identification, targeted teaching, and emotional support, most dyslexic children can become confident, capable learners. Dyslexia does not limit what your child can achieve—it simply means they learn differently. Many adults with dyslexia go on to succeed in every field imaginable, from science to the arts to business.
If you see the signs, take the next step. Talk to your child’s school, gather your observations, and ask questions. The earlier children are identified and supported, the better their chances of building strong reading skills and, just as importantly, a strong sense of confidence in their own ability to learn.
Frequently Asked Questions (FAQ)
What is dyslexia and how does it affect children?
Dyslexia is a language-based learning difference that affects how children process written language. It primarily impacts reading, spelling, and writing skills, making it challenging to connect letters and sounds accurately and fluently. Dyslexia is not related to intelligence; many dyslexic children are bright and capable.
At what age can dyslexia symptoms first appear?
Signs of dyslexia can appear as early as preschool, typically seen in spoken language difficulties, memory, and sequencing challenges. However, a definitive diagnosis is often made after formal reading instruction begins, usually around ages 6 to 7.
What are the common signs of dyslexia in young children?
Common early signs include difficulty learning letter names and sounds, trouble rhyming, mispronouncing familiar words, persistent letter reversals, slow reading, poor spelling, and avoiding reading aloud. These signs vary by age and severity.
How can parents support a child suspected of having dyslexia?
Parents can support their child by observing and documenting symptoms, communicating concerns with teachers or school specialists, and seeking professional evaluation if necessary. Early intervention with tailored teaching approaches and reading support is crucial.
Is dyslexia hereditary?
Yes, dyslexia often runs in families. If one parent has dyslexia, there is about a 40–50% chance their child may also have it. A family history of reading difficulties can be a strong indicator.
Can dyslexia be treated or cured?
Dyslexia is a lifelong condition, but with early identification and appropriate support, children can improve their reading skills and succeed academically. Treatment focuses on specialized teaching methods and accommodations rather than a cure.
What should I do if I suspect my child has dyslexia?
If you suspect dyslexia, talk to your child’s teacher or the school’s Special Educational Needs Coordinator (SENCo). Request an evaluation and discuss support options available at school. Early support can make a significant difference.
Are there emotional or behavioral signs associated with dyslexia?
Yes, children with dyslexia may show frustration, low confidence, avoidance of reading tasks, or disruptive behavior in class. Recognizing these signs alongside academic difficulties can help identify the need for support.
Can adults have dyslexia too?
Absolutely. Dyslexia affects people of all ages. Many adults discover they have dyslexia later in life. Support and strategies are available for adults to manage reading and writing challenges effectively.
What resources are available for families dealing with dyslexia?
Various resources include educational consultants, specialized tutoring programs, audiobooks, and support groups. Schools may provide accommodations such as extra time on tests and reading assistance. Professional assessments can guide tailored interventions.
Original content from the Upbility writing team. Reproducing this article, in whole or in part, without credit to the publisher is prohibited.
References
- Shaywitz, S. (2003). Overcoming Dyslexia. Alfred A. Knopf.
- British Dyslexia Association. (2018). Support strategies for parents and carers. Retrieved from https://www.bdadyslexia.org.uk
- Gemm Learning. Signs of Dyslexia. Retrieved from https://www.gemmlearning.com/can-help/dyslexia/info/symptoms
- Understood.org. Signs of Dyslexia at Different Ages. Retrieved from https://www.understood.org/en/articles/checklist-signs-of-dyslexia-at-different-ages
- Nessy. Signs of Dyslexia in 5-7 Year Olds. Retrieved from https://www.nessy.com/en-us/dyslexia-explained/understanding-dyslexia/signs-of-dyslexia-5-7-years
- Yale Center for Dyslexia & Creativity. Signs of Dyslexia. Retrieved from http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia
