Is my child dyslexic?

ALTA gives a very good description of what to look for in a dyslexic child.

Research estimates that as many as 1 in 5 people have dyslexia, making it the most common language-based learning disability. While children develop skills at their own pace, if you are concerned that your child is developing more slowly than their peers in areas such as reading, spelling, or other written language skills, you may wonder if these are signs of dyslexia.

What Is Dyslexia?

Dyslexia is a neurological condition that affects a person’s ability to process written language, which impacts reading, writing, and spelling. The severity of dyslexia varies greatly from one individual to another. Without effective intervention, the daily challenges caused by dyslexia often become more complex and difficult over time.

Early Warning Signs and Symptoms

A child with dyslexia may show signs such as difficulty rhyming, confusing the order of letters, struggling to make sense of words while reading, or finding spelling assignments unusually difficult. These signs may change as a child grows older.

In preschool children, early warning signs may include:

• Delayed speech

• Difficulty pronouncing words correctly

• Trouble learning the names of letters, numbers, colors, or shapes

• Difficulty following directions

In school-aged children, symptoms may include:

• Persistent difficulty with reading, spelling, and writing

• Reading very slowly, struggling to read aloud, or reading below grade level

• Mispronouncing words, inability to sound out unfamiliar words, or difficulty finding the right word

• Poor and inconsistent spelling

• Difficulty processing, understanding, or summarizing what is read or heard

• Avoidance of activities that involve reading or writing

• Anxiety about going to school (stomachaches, headaches, tearfulness)

• After-school meltdowns such as tantrums, anger, or tears, especially during homework

Without effective treatment, dyslexia can lead to a number of serious challenges.

Children with dyslexia often struggle to keep up with their peers academically, which may result in low self-esteem, anxiety, and frustration.

If parents suspect dyslexia, it is important to support children with patience and encouragement while seeking help from professionals who can provide appropriate screening, evaluation, and, if necessary, a formal diagnosis. Dyslexic learners then need specialized instruction from trained professionals—such as a Certified Academic Language Practitioner (CALP) for tutoring, or a Certified Academic Language Therapist (CALT) for more intensive therapy.

Screening, Evaluation, and Diagnosis

Parents should seek screening or evaluation as soon as they notice signs that their child is struggling in school. For preschoolers, screening can help identify early risk factors, while for kindergarten and older students, a full evaluation can assess the likelihood of dyslexia.

Screening tools available to teachers and parents include:

• Shaywitz DyslexiaScreen – Available for students in kindergarten through 3rd grade, this online tool measures reading skills and identifies dyslexia risk quickly and reliably.

• Early Literacy Screener – Developed by Boston Children’s Hospital, this app (expected in 2020) offers a 30-minute interactive test to detect early signs of dyslexia and other learning challenges.

• AppRISE (Application for Readiness in Schools and Learning Evaluation) – A mobile app developed by researchers at UCSF, UConn, and MIT for children ages 3–8. It measures dyslexia risk and assesses school readiness.

A formal diagnosis of dyslexia is typically made through an evaluation by a psychologist or educational diagnostician. While it is an investment, this evaluation provides long-term value by helping schools understand a child’s unique challenges and ensuring the student receives specialized instruction and academic support.

Formal Evaluation for Dyslexia

A formal evaluation for dyslexia typically includes several important components:

1. Background Review

   
   

   • Family history of learning challenges

   • Early developmental history

   
   

2. Expressive and Receptive Language Assessments

   These measure the skills needed for reading and writing and may include:

   
   

   • Phonological skills (elision, phoneme isolation, and word blending)

   • Spelling of both real and nonsense words

   • Word reading and decoding (real and nonsense words)

   • Reading fluency (rate and accuracy) of word lists and passages

   • Listening comprehension compared with reading comprehension

   • Writing evaluation (legibility, fluency, accuracy of letter formation, expression, grammar, and mechanics appropriate to age level)

   
   

3. IQ Testing Considerations

   Dyslexia occurs across the intelligence spectrum, and IQ is not used to diagnose dyslexia. However, IQ measures are often part of a comprehensive evaluation because subtest analysis can provide valuable insights that may affect service eligibility and delivery.

The Bottom Line

Children with dyslexia need reading and writing instruction delivered in an integrated way using visual, auditory, motor, and tactile methods that connect written symbols to pronunciation and meaning.

• Students who qualify for Special Education services may receive an IEP (Individualized Education Program)—a structured plan created by teachers and parents to outline goals and strategies for success.

• Others may receive a 504 Plan to provide classroom accommodations.

• In communities where schools are not yet equipped to provide effective dyslexia instruction, parents may turn to an Orton-Gillingham–based Multisensory Structured Language program or therapy practice.

Early, effective intervention is key. It significantly increases the likelihood of success for students both in school and in daily life.

Important Note: This article is for informational purposes only and should not replace a professional evaluation or diagnosis. Parents know their child best and are encouraged to discuss concerns with their child’s teacher or doctor.

Contributing Authors: Lynne Fitzhugh, Ph.D., CALT-QI; Amber Goggans, M.Ed., CALT; Susan Louchen, M.S., CALT

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