Signs of dyslexia in primary school children
Potential indicators of dyslexia in primary school children
Not all children who find spelling, reading or writing challenging have dyslexia. A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.
Potential indicators
Slow speed of processing spoken or written language
Difficulty following instructions
Forgetting words
Written work
Poor standard of written work compared with oral ability
Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w
Poor handwriting with many ‘reversals’ and badly formed letters
Spells a word several different ways in one piece of writing
Makes anagrams of words, e.g. tired for tried, bread for beard
Produces phonetic and bizarre spelling: not age/ability appropriate
Uses unusual sequencing of letters or words
Reading
Slow reading progress
Finds it difficult to blend letters together
Has difficulty with syllable division or knowing the beginnings and endings of words
No expression in reading, and poor comprehension
Hesitant and laboured reading, especially when reading aloud
Misses out words when reading, or adds extra words
Fails to recognise familiar words
Loses the point of a story being read or written
Has difficulty in picking out the most important points from a passage
Numeracy
Confusion with place value e.g. units, tens, hundreds
Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet
Time
Difficulty learning to tell the time
Poor personal organisation
Difficulty remembering their birth date, seasons of the year, months of the year
Skills
Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil
Memory difficulties e.g. for daily routines, self-organisation, rote learning
Confused by the difference between left and right, up and down, east and west
Indeterminate hand preference
Performs unevenly from day to day
Behaviour
Uses work avoidance tactics, such as sharpening pencils and looking for books
Seems ‘dreamy’, does not seem to listen
Easily distracted
Is the class clown or is disruptive or withdrawn
Is excessively tired due to amount of concentration and effort required
Next steps
If you believe your child may have dyslexia, it’s important to discuss your concerns with their teacher or the school’s Special Educational Needs and Disabilities Coordinator (SENDCo).
If a teacher suspects that a child may have special educational needs, they are required to inform you and involve you in discussions regarding the support available for your child.
It’s recommended that appropriate support be put in place as soon as a potential need is identified, even before a formal diagnosis is made. While a Diagnostic Assessment is not required to begin providing SEN (Special Educational Needs) support, dyslexia can only be formally diagnosed through such an assessment.
By working together with the school, you can ensure that your child receives the support they need to thrive.
Testimonials
Read what some of my clients have said about my services
I would thoroughly recommend Olivia if you require a comprehensive dyslexia assessment. My son was treated with kindness and professionalism during his recent assessment.
Becky, mother of Luke aged 8 years (August 2024)
We found the whole experience of working with Olivia easy, professional, detailed and yet also warm and empathetic.
Caroline, mother of Jack aged 10 y 6 months (July 2024)
