Dyslexia > Symptoms of Dyslexia
| Dyslexic Preschoolers (age before 5 years) | Age between 5 – 8 years |
|---|---|
| Family history with Dyslexia. | Difficulty learning letters and their sounds |
| Delayed walking, poor coordination, and confusion between left and right. | Trouble sounding out words. |
| No clear hand preference; may switch hands or be late in developing a dominant hand. | Limited reading ability—can only read a few words. |
| Immature pronunciation, frequent mispronunciations, and difficulty naming familiar objects. | Poor pencil control when writing or drawing. |
| Difficulty dressing independently, such as buttoning shirts or tying shoelaces |
Other Indicators of Dyslexia not related to a certain Age:
- Confusion when recognizing directions (e.g., East–West, Left–Right).
- Immature pronunciation skills and frequent mispronunciations.
- Difficulty in naming familiar things.
- Poor sense of time and trouble remembering sequences.
- Concentrate for a short period of time and unable to sit still.
- Difficulties in remembering instructions and following them.
- School performance is noticeably lower than expected for the child’s intelligence level.
- Difficulty remembering things in order (e.g., days of the week, months of the year, alphabet, times tables).
- Poor perception of personal space.
- Strong long-term memory but weak short-term memory.
- Daydreaming, lack of concentration, signs of frustration, and sudden mood swings.
- Disorganized and untidy personal belongings.
- Inconsistent performance—some days are good, others are challenging.
Common Mistakes in Reading and Writing (Dyslexia Indicators)
- Writing reversed numbers and letters.
- Difficulty putting the alphabet in order.
- Frequent confusion between similar letters (e.g., b and d).
- Trouble distinguishing similar sounds (e.g., s–z, t–d).
- Reading slowly.
- Often reads only part of a word or reverses it—especially words with similar letters (e.g., top ↔ pot).
- Adds or omits letters or words (e.g., animal ↔ animals).
- Reversing letters or syllables (e.g., b ↔ d).
- Guessing or expecting certain words while reading (e.g., saying “laptop” instead of “computer”).
- Difficulty pronouncing multisyllabic words—even common ones.
- Frequently losing place while reading.
