How to You Know if Someone Has Dyslexia
The signs of dyslexia tin appear as early every bit preschool. Whether you lot're a parent or teacher— or think you lot might have dyslexia yourself—hither's what to expect for, starting in the earliest years through adulthood.
The Preschool Years | Kindergarten & First Grade | 2d Grade through Loftier School | Young Adults & Adults
The Preschool Years
- Trouble learning common nursery rhymes, such as "Jack and Jill"
- Difficulty learning (and remembering) the names of messages in the alphabet
- Seems unable to recognize letters in his/her own name
- Mispronounces familiar words; persistent "babe talk"
- Doesn't recognize rhyming patterns similar cat, bat, rat
- A family history of reading and/or spelling difficulties (dyslexia often runs in families)
© Sally Shaywitz, Overcoming Dyslexia, p. 122
Kindergarten & Outset Form
Difficulties
- Reading errors that show no connection to the sounds of the letters on the page—volition say "puppy" instead of the written word "dog" on an illustrated page with a moving-picture show of a dog
- Does non sympathize that words come up autonomously
- Complains about how hard reading is; "disappears" when information technology is fourth dimension to read
- A history of reading problems in parents or siblings
- Cannot sound out fifty-fifty unproblematic words similar cat, map, nap
- Does not associate letters with sounds, such as the letter b with the "b" sound
Strengths
- Curiosity
- Great imagination
- Ability to effigy things out; gets the gist of things
- Eager embrace of new ideas
- A good understanding of new concepts
- Surprising maturity
- A larger vocabulary than typical for age group
- Enjoys solving puzzles
- Talent for building models
- First-class comprehension of stories read or told to him
© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123
2nd Grade through High School
Reading
- Very slow in acquiring reading skills. Reading is slow and awkward
- Trouble reading unfamiliar words, frequently making wild guesses because he cannot audio out the give-and-take
- Doesn't seem to have a strategy for reading new words
- Avoids reading out loud
Speaking
- Searches for a specific discussion and ends up using vague language, such as "stuff" or "matter," without naming the object
- Pauses, hesitates, and/or uses lots of "um'south" when speaking
- Confuses words that sound alike, such as saying "tornado" for "volcano," substituting "balm" for "sea"
- Mispronunciation of long, unfamiliar or complicated words
- Seems to need extra time to answer to questions
Schoolhouse and Life
- Trouble remembering dates, names, phone numbers, random lists
- Struggles to finish tests on time
- Extreme difficulty learning a foreign language
- Poor spelling
- Messy handwriting
- Low self-esteem that may not exist immediately visible
Strengths
- Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
- Learning that is achieved best through meaning rather than rote memorization
- Power to get the "big picture show"
- A high level of understanding of what is readtohim
- The ability to read and to understand at a loftier level overlearned (or highly proficient) words in a special area of interest; for example, if he or she loves cooking they may be able to read nutrient magazines and cookbooks
- Improvement as an area of interest becomes more specialized and focused—and a miniature vocabulary is adult that allows for reading in that subject field
- A surprisingly sophisticated listening vocabulary
- Excels in areas not dependent on reading, such equally math, computers and visual arts, or in more than conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing
© Sally Shaywitz, Overcoming Dyslexia, pp. 123–125
Young Adults & Adults
Reading
- A babyhood history of reading and spelling difficulties
- While reading skills accept developed over fourth dimension, reading still requires groovy endeavour and is done at a slow footstep
- Rarely reads for pleasure
- Slow reading of most materials—books, manuals, subtitles in films
- Avoids reading aloud
Speaking
- Earlier oral language difficulties persist, including a lack of fluency and glibness; frequent apply of "um'south" and imprecise language; and general feet when speaking
- Oft pronounces the names of people and places incorrectly; trips over parts of words
- Difficulty remembering names of people and places; confuses names that audio akin
- Struggles to call up words; frequently has "Information technology was on the tip of my tongue" moments
- Rarely has a fast response in conversations; struggles when put on the spot
- Spoken vocabulary is smaller than listening vocabulary
- Avoids saying words that might be mispronounced
School & Life
- Despite good grades, often says he'south dumb or is concerned that peers think he'southward impaired
- Penalized past multiple-selection tests
- Frequently sacrifices social life for studying
- Suffers farthermost fatigue when reading
- Performs rote clerical tasks poorly
Strengths
- Maintains strengths noted during the school-historic period years
- Has a high capacity to larn
- Shows noticeable improvement when given additional fourth dimension on multiple-choice examinations
- Demonstrates excellence when focused on a highly specialized area, such as medicine, police force, public policy, finance, architecture or bones scientific discipline
- Excellent writing skills if the focus is on content, not spelling
- Highly articulate when expressing ideas and feelings
- Infrequent empathy and warmth
- Successful in areas not dependent on rote memory
- A talent for high-level conceptualization and the ability to come up up with original insights
- Inclination to recall outside of the box and meet the big picture
- Noticeably resilient and able to adapt
© Sally Shaywitz, Overcoming Dyslexia, pp. 125- 127
Roll to Summit
Source: https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
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