Dyslexia Early Warning Signs Checklist

Age-grouped warning signs, key facts, and next steps if you're concerned

How to Use This

How to Use This: Check only the items in your child's current age group. If you mark 3+ items in any group, that warrants further evaluation -- not panic. 'Phonological processing' is the brain's ability to work with the sounds in language. 'Decoding' means sounding out words by connecting letters to sounds.

Important

Dyslexia is NOT seeing letters backward. It is a language-based processing difference that affects decoding, spelling, and fluent word recognition. The 'backward letters' myth delays identification.

Preschool (Ages 3-5)

Late to talk or difficulty learning new words— Language delays in toddlerhood are a risk factor, not a certainty.

Trouble learning nursery rhymes or rhyming games— Rhyming relies on phonological awareness -- the core deficit in dyslexia.

Kindergarten - 1st Grade (Ages 5-7)

Cannot blend sounds together to read simple words (/c/-/a/-/t/ = cat)— By mid-kindergarten, most children can blend 3-sound words with instruction.

Guesses at words based on first letter or picture rather than decoding— A compensatory strategy that masks decoding difficulty.

2nd - 3rd Grade (Ages 7-9)

Reads slowly and laboriously, even practiced material— Lack of fluency after 2+ years of instruction is a significant red flag.

Poor spelling that doesn't match reading level— Can often read words they cannot spell -- production is harder than recognition.

4th Grade and Beyond (Ages 9+)

Reads below grade level despite adequate intelligence and instruction— The hallmark of dyslexia: discrepancy between ability and reading level.

Writes far less than peers; avoids written assignments— Writing requires spelling, which requires the same phonological skills affected in dyslexia.

Prevalence

5-17% of children, depending on definition and threshold used

Heritability

40-60%. If one parent has dyslexia, each child has ~40% chance

Next Steps If Signs Are Present

1Don't wait and see. Early intervention (K-2) is dramatically more effective than later intervention.
2Request a psychoeducational evaluation through your school district (free under IDEA) or privately.

Next Steps

Next Steps: If warning signs are present, submit a written evaluation request to your school district this week -- do not wait. While waiting for the evaluation, start daily read-alouds (use the Read-Aloud Tracker) and look into structured literacy programs in your area.