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Knowledge Base » Safeguarding » Recognising the Early Signs of Dyslexia in Children

Recognising the Early Signs of Dyslexia in Children

Dyslexia is a specific learning difficulty that affects a child’s ability to read, write and spell accurately. It is a neurological condition that results in difficulties with decoding words, recognising written symbols (e.g. letters) and understanding language. Dyslexia is considered a learning difficulty rather than a disability, as it is not a reflection of a person’s intelligence but rather a different way that the brain processes information related to language. Statistics from the UK government show that approximately 10% of the UK population has dyslexia, amounting to 6.6 million people.

The impact of dyslexia on learning can be significant and can affect many areas of a child’s education. Dyslexia can also affect self-esteem and motivation and can result in avoidance behaviours or behavioural difficulties in the classroom. Early signs of dyslexia can include difficulties with phonemic awareness, slow reading pace and inconsistent spelling patterns. If left unaddressed, these challenges can have a significant effect on academic performance and overall learning experiences.

Although dyslexia is a life-long difficulty, early detection and intervention are critical in managing dyslexia effectively. Identifying dyslexia at a young age allows for timely support and tailored educational strategies that can help children overcome their challenges. When dyslexia is recognised early, educators and parents can implement targeted interventions which can significantly improve a child’s reading skills and academic performance.

The earlier dyslexia is diagnosed, the more effective educational support and interventions are likely to be. Early intervention not only addresses the academic difficulties associated with dyslexia but also supports the child’s emotional well-being. By providing appropriate support and adjustments, children with dyslexia can build confidence, develop coping strategies and achieve their full potential. Early action helps prevent the negative consequences of dyslexia, such as increased frustration, anxiety and reduced academic self-esteem, which can lead to a more positive and successful learning experience.

Understanding Dyslexia

Understanding Dyslexia

Dyslexia is a specific learning difficulty that affects the brain’s ability to process written and spoken language. It is typically characterised by difficulties in accurate and fluent word recognition, as well as challenges with spelling and decoding. The main characteristics of dyslexia are:

  • Difficulty with phonemic awareness: Problems with recognising and manipulating the sounds within words, which is crucial for decoding.
  • Challenges with word recognition: Difficulties recognising familiar words or slower than average recognition of words.
  • Struggles with spelling: Inconsistent and often incorrect spelling, which may not align with standard phonetic patterns.
  • Problems with reading fluency: Reading slowly and with exertion which impacts comprehension and overall reading experience.

Dyslexia primarily affects three main areas: reading, writing and learning. Dyslexia affects reading primarily through difficulties with decoding, which is the ability to translate written symbols (letters and words) into their spoken equivalents. This can lead to a slow reading pace, whereby children with dyslexia often read more slowly than their peers, as they need to spend extra effort decoding each word. Because reading is laborious and reading a text can take much longer, understanding and retaining the meaning of the text can be challenging. Comprehension then suffers because less cognitive energy is available for understanding and remembering the content.

Dyslexia can also affect writing. Frequent and varied spelling mistakes are common and children with dyslexia are often inconsistent with the standard rules of grammar. There can also be difficulties with organisation, including challenges in structuring written work, organising ideas coherently and expressing thoughts in writing. 

Dyslexia can also affect overall learning processes, particularly in children who have undiagnosed dyslexia and don’t have access to the strategies, interventions and support they need. For example, children with dyslexia may have trouble remembering sequences or details, which can affect learning new information. They may also have difficulties with multi-step or complex instructions, which can lead to challenges in classroom tasks and assignments. This can be particularly problematic as the demands of the classroom get more difficult.

Due to repeated difficulties and struggles, children with dyslexia may become frustrated and avoid tasks involving reading and writing. This can result in them falling behind or being labelled as ‘naughty’ or ‘difficult’.

Early Signs of Dyslexia in Young Children

Recognising the early signs of dyslexia is essential for timely intervention and support. Because dyslexia can manifest differently at various developmental stages, it is important to be aware of how the signs can vary.

Preschool-Age Children

Dyslexia can be more difficult to identify in younger children, as they may not be engaging in activities such as reading or writing and all children develop at different rates. At the preschool age, it also can be difficult to differentiate between dyslexia, learning delays and learning differences. In the UK, diagnostic assessments for dyslexia are usually not carried out until a child reaches 7 years of age. However, there are some signs of dyslexia that can manifest by the age of 3, including:

  • Difficulties recognising letters and numbers
    Children with dyslexia may have trouble identifying and naming letters and numbers or confuse similarly shaped characters (e.g. ‘b’ and ‘d’). They may struggle to learn the alphabet or count consistently and have difficulty matching letters with their sounds.
  • Trouble with rhyming and phonemic awareness
    Rhyming games and phonemic awareness activities, which are foundational for reading, may be difficult. Young children with dyslexia might not be able to recognise or produce rhyming words. They might also find it difficult to hear and manipulate sounds in words, for example separating the sounds in ‘cat’ into /c/a/t/.
  • Challenges in remembering and following directions
    Children with dyslexia may find it hard to follow multi-step directions or remember sequences of actions. For example, they may find it difficult to complete tasks that involve several steps, such as ‘pick up the toy, put it in the box and then sit down’.
  • Issues with fine motor skills
    Fine motor difficulties might affect a child’s ability to perform tasks that require hand-eye coordination. For example, children with dyslexia may struggle with activities like holding a pencil correctly, drawing shapes or using scissors.

Some specific signs to look out for in preschool-aged children are:

  • Finding it difficult to learn nursery rhymes.
  • Showing no interest in letters or words.
  • Difficulties learning to sing the alphabet.
  • Delayed speech development, compared to their peers.
  • Difficulties with rhythm, rhymes, singing and reciting.
  • Forgetting the names of people and objects.
  • Finding it difficult to discriminate auditorily.
  • Muddling words at an older preschool age (e.g. compuper or ginberbed man).
  • Appearing to not listen or pay attention.
  • Can only follow simple instructions.
  • Difficulties learning numbers and shapes.
  • Difficulties with days of the week and months of the year.

Primary-School-Age Children

The signs of dyslexia are usually easier to identify in primary school as school-aged children have typically reached a level of maturity or development that allows them to engage in learning activities and will be expected to participate in reading, spelling and writing. Parents and teachers typically find it easier to recognise specific difficulties or may notice that a child is falling behind their peers in primary school, compared to preschool. However, the signs of dyslexia are not always obvious and many children go through school without ever receiving a diagnosis. 

Some of the signs of dyslexia to be aware of in primary-school-aged children are:

  • Struggles with reading fluency and comprehension
    Reading may be slow and laborious, with frequent errors. Comprehension can be affected because much of the child’s effort is focused on decoding words. Some signs to look out for are difficulty reading age-appropriate books, trouble understanding and recalling what was read or a tendency to skip words or lines while reading.
  • Difficulty with spelling and writing
    Spelling may be inconsistent, with frequent mistakes that don’t follow typical phonetic patterns. Writing may be disorganised and hard to read, including misspelt words that vary greatly, difficulty organising sentences or paragraphs and problems with punctuation and grammar.
  • Problems with sequencing and organising thoughts
    Difficulty in organising thoughts logically, which can affect both written and verbal communication, can include trouble retelling stories or events in a coherent order and challenges in structuring written assignments or verbal explanations.
  • Avoidance of reading or writing tasks
    A child with dyslexia may avoid activities involving reading or writing due to frustration or perceived difficulty. This can include reluctance or refusal to engage in reading and writing tasks, avoidance behaviours and complaints about reading or writing assignments.

Some specific signs to look out for in primary-school-aged children are:

  • Slower spoken or written language.
  • Slow reading progress.
  • Memory difficulties.
  • Seemingly poor concentration.
  • The standard of written work is much lower than their oral ability.
  • Written work appears messy (e.g. messy handwriting and lots of words crossed out).
  • Poorly formed letters and letter reversals (e.g. n-u, b-d, m-w).
  • Using correctly spelt words in the wrong context by mixing up anagrams (e.g. angel-angle, bread-beard).
  • No expression in reading.
  • Poor reading comprehension.
  • Difficulties blending letters or recognising syllable divisions.
  • Missing out words when reading or hallucinating words (adding words in that aren’t there).
  • Failure to recognise familiar words.
  • Confusion with mathematical symbols (e.g. mixing up + and x).
  • Difficulties remembering sequential orders.
  • Difficulties recognising place value.
  • Difficulties telling the time.
  • Poor motor skills, compared to their peers.
  • Difficulties with directions (e.g. left, right, up and down).
  • Unusually tired after reading, writing or maths activities.

Identifying the signs of dyslexia early can help in seeking appropriate assessments and support and ensures that children with dyslexia receive the help they need to thrive academically and emotionally.

Behavioural Indicators

Behavioural Indicators

Recognising behavioural signs related to dyslexia can be key in identifying the condition and providing timely support. Children with dyslexia often exhibit specific behavioural patterns that reflect their struggles with reading and writing. Some of these behaviours are related to the frustration and anxiety some children with dyslexia experience when faced with reading or writing.

  • Emotional outbursts
    Children may show visible frustration or distress when faced with reading or writing tasks. This can include tantrums, crying or irritability.
  • Increased stress
    Signs of anxiety may manifest as a physical reaction to literacy tasks, such as stomach aches, headaches or a noticeable increase in nervous behaviours like fidgeting.
  • Verbal expressions
    They might express feelings of inadequacy or worry, such as saying things like ‘I’m not good at reading’, ‘I can’t do this’ or ‘I’m stupid’.
  • Avoidance behaviours
    A child might go out of their way to avoid activities that involve reading or writing, such as pretending to be sick, offering excuses or refusing to do homework.
  • Lack of interest
    Children with dyslexia may demonstrate little to no interest in books or literacy-related games. They might show a preference for activities that do not involve reading or writing, such as sports or play that doesn’t require verbal skills.
  • Disengagement
    During reading or writing tasks, a child may exhibit disengaged behaviours, such as zoning out, daydreaming or appearing bored.
  • Academic difficulties
    The child may consistently perform below the expected level in reading and writing compared to peers. This includes slower reading rates, lower comprehension levels and more frequent spelling errors.
  • Uneven performance
    They might excel in other areas (like mathematics or verbal communication) while struggling significantly with literacy tasks, highlighting a discrepancy in performance.
  • Classroom behaviour
    Differences in classroom performance can also include not following instructions as accurately as peers, difficulty with sequencing or organising thoughts in writing and less effective participation in reading group activities.

Assessment and Diagnosis

If you are concerned that your child may have dyslexia, the first step is to talk to their class teacher or the Special Educational Needs and Disabilities Coordinator (SENDCO) at your child’s school. You can explain your concerns and ask the school if they have noticed any concerning signs or if they have tried any interventions that have been successful.  Alternatively, you can speak to your child’s GP, who may be able to rule out other issues, such as vision or hearing problems, that could be affecting their reading and writing.  

If your child’s school or your GP agrees that they are showing signs of dyslexia, a referral will be made so your child can undergo a dyslexia diagnostic assessment. You can also contact an association, such as the British Dyslexia Association, to arrange an assessment. The assessment will be completed by an educational psychologist or a qualified specialist dyslexia teacher. Before the assessment, you will be asked to complete a questionnaire about your child to help the assessor gain more information. 

During the assessment process, your child will undergo several different tests that assess their:

  • Reading
  • Writing
  • Language and vocabulary
  • Memory
  • Logical reasoning
  • Visual and auditory processing
  • Organisational skills

Your child may also be observed in their classroom or another learning environment. Once the assessment has been completed, you will receive a report with the formal diagnosis of dyslexia (if appropriate), your child’s specific strengths and difficulties and any recommendations. Your child’s school may also be given support and education to help them understand dyslexia and some interventions to help support your child.

Impact of Early Intervention

Early intervention is critical in supporting children with dyslexia, as it can significantly alter their academic trajectory and overall development. The benefits of early support are significant and the earlier someone with dyslexia receives support, the more effective that support is likely to be.

Some of the ways early intervention can benefit a child with dyslexia are:

  • Improved academic outcomes
    Early intervention can help children develop foundational reading skills and improve their ability to decode words, understand text and read fluently. Writing interventions can also address difficulties in spelling, writing and organising thoughts, leading to more coherent and accurate written work. By targeting these difficulties earlier, interventions are more likely to be successful and children are less likely to fall behind their peers. Early diagnosis and intervention typically lead to better short-term and long-term academic outcomes.
  • Increased self-esteem and confidence
    As children receive support and make progress, their frustration levels are likely to decrease, particularly because they are more likely to feel supported and understood. This helps in boosting their confidence and motivation. Additionally, children with a diagnosis will understand why they find reading and writing more difficult than their peers and are less likely to feel frustrated. Interventions can also help to reduce avoidance behaviours. Experiencing success through early intervention helps children create a positive attitude towards learning and helps prevent the development of a negative self-image related to academic difficulties.
  • Prevention of long-term challenges
    Early support can prevent the accumulation of academic gaps and the development of more severe learning challenges over time. Addressing dyslexia early can reduce the risk of associated issues such as anxiety, depression and behavioural problems related to academic struggles.
  • Development of coping strategies
    Children learn strategies to manage their dyslexia, such as using assistive technology or specific reading approaches, which they can carry forward into their future educational experiences. This can help to improve their long-term outcomes.

Some examples of successful intervention strategies for children with dyslexia are:

  • Phonics-based approaches
    Structured phonics programmes teach children the relationship between letters and sounds systematically. Techniques such as blending sounds and segmenting words help improve decoding and word recognition skills.
  • Individualised learning plans
    Tailoring instruction to the child’s specific strengths and challenges allows for a more focused and effective learning experience. This includes adapting reading materials, assignments and teaching methods. For example, an individual education plan (IEP) or a personal learning plan (PLP) can outline specific adjustments and modifications, such as extended time on tests or the use of audiobooks.
  • Multisensory learning techniques
    Techniques that involve visual, auditory and kinaesthetic activities can help reinforce learning and improve retention. This might include using tactile letters, auditory phonics games and visual aids.
  • Reading comprehension strategies
    Teaching that focuses on improving comprehension through techniques like summarisation, questioning and visualising can help children understand and remember what they read. These strategies can be used to improve comprehension and organisational skills.
  • Assistive technology
    Technology can aid reading and writing by providing tools that accommodate dyslexia-related challenges. This includes text-to-speech programmes, speech-to-text software and electronic books with adjustable fonts.
  • Intensive tutoring
    Focused support, such as one-on-one or small group tutoring provides personalised attention and targeted instruction to address specific reading and writing difficulties.
Supporting a Child with Dyslexia

Supporting a Child with Dyslexia

Supporting a child with dyslexia involves practical strategies that can make a significant difference in their learning experience. Both parents and educators play important roles in providing effective support.

Some effective ways parents and teachers can support children with dyslexia are:

  • Provide structured and sequential instruction
    Break down learning and use a step-by-step approach to teaching reading and writing.
  • Offer adjustments and modifications
    Provide alternative formats for assignments and tests, such as oral presentations instead of written reports or extended time for completing tasks.
  • Use assistive technology
    It can be helpful to incorporate technology that aids reading and writing. This might include text-to-speech software, speech-to-text tools and reading apps with adjustable fonts.
  • Establish a routine
    Create a regular study routine that includes time for reading, writing and breaks. Consistency helps children feel secure and manage their workload more effectively. This can include setting specific times for reading practice and homework and taking regular short breaks to prevent fatigue.
  • Encourage the enjoyment of reading
    Encourage a love for books by providing access to books that match the child’s interests and reading level. Reading together and discussing books can also build enthusiasm.
  • Promote a positive classroom atmosphere
    Create a classroom culture that values diverse learning styles and strengths, avoids negative comparisons and emphasises progress rather than perfection. It can be helpful to celebrate small achievements and provide positive feedback regularly.
  • Collaborate with specialists
    Create a team approach by working with other professionals, such as the SENDCO, speech therapists and educational psychologists, to develop and implement effective teaching strategies and interventions.
  • Provide clear instructions and feedback
    Give clear, concise instructions and provide frequent, constructive feedback. It can also be helpful to use visual aids and step-by-step instructions and check for understanding frequently.
  • Create an organised learning space
    Create a learning environment that is well-organised and free from distractions. This could be a quiet, clutter-free workspace with all the necessary materials easily accessible, labelled folders and visual reminders to help the child stay organised.
  • Encourage peer support
    Encourage positive peer interactions by encouraging collaboration and support from peers. Group activities and reading partners can provide additional encouragement and reinforce learning. It can also be beneficial to pair the child with a reading buddy or include them in group projects that highlight their strengths.
  • Encourage positive reinforcement and self-esteem
    Focusing on the child’s strengths and successes rather than their difficulties can help improve self-esteem. This can include celebrating their progress and achievements in other areas, such as sports, art, music or science. You should also praise any improvements in their reading and writing and make sure to never compare them to their peers.
  • Set realistic goals
    Set small, achievable goals and work towards them incrementally and celebrate each milestone to build confidence and motivation. For example, you can set a goal for reading a certain number of pages each week and reward progress with positive reinforcement.
  • Provide emotional support
    Create a supportive environment where the child feels comfortable expressing their frustrations and concerns. Listen empathetically, offer reassurance and have regular, supportive conversations about their experiences and feelings related to learning.
  • Encourage independence
    Support the child in developing self-help strategies and encourage them to take responsibility for their learning. For example, you can teach organisational skills, such as using checklists or setting personal goals, to help the child manage their tasks independently.

Resources and Support

Navigating dyslexia can be significantly easier with access to the right resources and support networks. In the UK, there are numerous organisations, websites and local support groups that provide valuable information, guidance and assistance for children with dyslexia and their families.

  • British Dyslexia Association
    The BDA offers a wealth of information on dyslexia, including resources for parents and educators, training and advocacy. They provide guidance on dyslexia assessment, interventions and support services.
  • The Dyslexia Association
    The Dyslexia Association offers support and services to children and adults with dyslexia, their families, educators and employers. They offer consultancy, training, a confidential helpline, dyslexia screening, dyslexia assessments, tuition, assistive technology training and other online support services.
  • National Literacy Trust
    This organisation focuses on improving literacy levels across the UK and provides resources and programmes for supporting children with literacy difficulties, including dyslexia.

Many local areas have their own dyslexia associations or support groups. These organisations often provide workshops, support groups and resources tailored to the local community. Additionally, local authorities often have SEN departments that provide support and resources for children with dyslexia. They can offer information about local assessments, interventions and educational support. You can contact your local council or SEN department for information on available services.

Case Studies and Success Stories

Case Study 1: Amelia – Early Detection and Phonics-Based Intervention

At seven years old, Amelia was showing signs of dyslexia that were picked up by her teacher and her dad. She struggled with letter recognition, had difficulty with rhyming and phonemic awareness and was falling behind her peers. Amelia’s teacher noticed her struggles at the start of Year 3 and referred her for an evaluation with an educational psychologist at Christmas.

Amelia was enrolled in a phonics-based reading programme, specifically designed for children with dyslexia. The programme used multisensory techniques to teach letter-sound relationships. Within a few months, Amelia’s reading fluency and comprehension improved significantly. She began recognising letters and sounds more easily and showed greater confidence in reading.

Amelia’s progress increased rapidly and her self-esteem improved as she experienced success in her reading task and stopped feeling like she wasn’t as clever as her friends. Amelia’s dad reported that she began to enjoy reading at home and was excited to practise every night. Now in Year 4, Amelia has a much more positive relationship with learning and is thriving with the support of her dad, her teacher and her school’s SENDCO.

Case Study 2: Jackson – Use of Assistive Technology

Jackson, a 9-year-old boy, was diagnosed with dyslexia after he continued to fall behind in reading and writing. He exhibited difficulties with spelling and sequencing. Jackson’s teacher tried multiple interventions, but he still was facing many difficulties at school. After his school consulted with other professionals, Jackson was provided with text-to-speech software and speech-to-text tools to assist with reading and writing tasks. 

Two years later, Jackson’s use of assistive technology has helped him overcome many of his reading and writing difficulties. He developed strategies to compensate for his dyslexia and showed noticeable improvement in his academic performance. Jackson will be starting high school in September and feels much more confident in his ability to succeed.

Case Study 3: Phonics-Based Instruction

Phonics-based instruction involves teaching children the relationship between letters and sounds in a structured and sequential manner. It is effective for learners with dyslexia who struggle with decoding. 

A school in London implemented a phonics programme with a focus on individualised instruction. Children who participated showed significant improvements in their reading skills. The programme’s success was attributed to its systematic approach and its ability to cater to each child’s specific needs.

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About the author

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Nicole Murphy

Nicole graduated with a First-Class Honours degree in Psychology in 2013. She works as a writer and editor and tries to combine all her passions - writing, education, and psychology. Outside of work, Nicole loves to travel, go to the beach, and drink a lot of coffee! She is currently training to climb Machu Picchu in Peru.