Dyslexia Screening Checklist  (All ages)

While all individuals are unique, and certain symptoms are more crucial at specific ages, nevertheless, there are some commonalities that indicate dyslexia may be an issue for you or your child. 

For some, the struggle will be seen in their early school years, but, in others, it may not be noted until the later grades or even adulthood.   The following are symptoms of dyslexia with which people may present. 

Research indicates that if a person has ten or more symptoms, evaluation and remediation may be indicated.

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Check any of the symptoms you are observing in each of the following areas:

SPOKEN LANGUAGE

____Learning to talk later than peers

____Difficulty recognizing letter in the alphabet

____Struggles to match letters to sounds

____Difficulty with word finding

____limited vocabulary

____difficulty seeing visual differences in number or letter (eg:  p, d, b, q  OR 3, 8   OR 17, 71)

____Difficulty discerning difference in shapes

____Inability to rhyme

___History of Chronic ear infections

____Difficulty pronouncing multi-syllable words

____Mispronounces longer words (hogspetti for spaghetti)

____Difficulty following more than one direction.

___Difficulty segmenting sounds in words (/c/  /a/   /t/  blends to make the word /cat/)

___Difficulty learning the alphabet

___Weak memory (sight words, math facts, directions)

WRITTEN LANGUAGE

___May misspell the same word within a paragraph or paper.

___Misspells common words

___difficulty learning spelling words. May “learn” them while studying during the week, may do poorly on Friday test.  May forget them in a few weeks. 

___difficulty learning to read and write sight words. 

___Handwriting is very poor, hold pencil in an awkward manner.  Spacing between letters and words in non-uniform.  Inadequate spacing between letters and words.

___Difficulty with letter formation and how they should look on paper (tails of letters below the line, letter height, eg.)

___Inventive spelling is sporadic, with missing vowel and/or consonant sounds. 

___Difficulty taking notes during a lecture

___difficulty copying from the board

___Difficulty copying from one plane to another (copying from a book on to paper)

___Frequent letter and number reversals past first grade

___difficulty getting thoughts on paper

EARLY READERS (4 – 6-year olds)

___Difficulty learning the sounds of letters

___Difficulty remembering names and shapes of letters

___can’t recall letter names quickly

___difficulty learning to read

____difficulty learning sight words

____difficulty rhyming – identifying and/or producing rhymes

___Difficulty learning to tie shoes

___late establishing a dominant hand

___Trouble memorizing address, phone, alphabet

OLDER READERS (6 years and older)

___frequently omits common, short words when reading aloud, especially when it changes the meaning

___cannot sound out words when spelling longer words

___Non-fluent reading

___Dysgraphia (slow, nonefficient handwriting; difficult to read)

___Letter/number reversals that last past first grade

___Difficulty learning cursive

___Poor, inconsistent spelling

___Trouble learning sight words, math facts

___Trouble learning math problem solving steps

___directionality confusion

___Trouble telling time

___Difficulty forming sounds into words – “sounding it out” is difficult

___drops suffixes

___Difficulty sounding out unknown words

___Inconsistent reading.  May need to figure out an unknown word again and again, even when in the same sentence or page.

___Reading comprehension difficulty.

___Unable to master a foreign language

___Limited vocabulary

___Large discrepancy between verbal skills and written composition

___Slow Reader

___May have to read a page 2 or 3 times to understand it.

___Often gets lost, even in a familiar city

___Still some reversals (b/d, eg.), even directionality (right vs left) 

OTHER SYMPTOMS

___Easily distract by visual or auditory stimuli (too many words on paper, noisy classroom)

___Concerns over time (several months, years,).  May be reflected in downward trending achievement test scores.

___genetics – family member(s) may have similar struggles

___Multiple ear infections

___Difficulty naming colors, objects, letters rapidly

___Dislikes school

___Difficulty learning to tell time, tie shoes

___Difficulty with day-to-day tasks (messy bedroom, backpack, desk)

___May develop anxiety toward school or testing situations

___May develop aggression, class clown behavior, or withdrawal

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Reminder:  If there is a score of 10 or higher, it is an indication that dyslexia may be an issue and further testing is indicated. 

Call our office to ask about testing

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