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.
Difficulty learning letter names and sounds— Slower than peers despite adequate exposure and practice.
Can't recognize their own name in print— Most children recognize their name by age 4 with typical exposure.
Family history of reading difficulties— Dyslexia has 40-60% heritability. If a parent struggled, screen early.
Trouble remembering sequences (days of week, counting)— Sequential memory is often affected alongside phonological processing.
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.
Confuses similar-sounding words (e.g., 'pacific' for 'specific')— Weak phonological representations make similar words interchangeable.
Struggles to learn sight words despite repeated practice— Sight word memory depends on phonological processing, not visual memory.
Avoids reading or becomes distressed when asked to read— Emotional response to a task that is genuinely harder for them. Not laziness.
Spells phonetically but inconsistently (same word different ways)— Spelling is often a more sensitive indicator of dyslexia than reading.
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.
Avoids reading aloud; loses place frequently— Eye-tracking issues and slow decoding make oral reading aversive.
Difficulty with word retrieval ('that thing, you know...')— Rapid naming deficits often co-occur with decoding difficulties.
Comprehension is better when listening than reading— If they understand audiobooks but struggle with print, the issue is decoding, not comprehension.
Homework takes much longer than expected— The decoding load means every task with print takes 2-3x longer.
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.
Difficulty with foreign language learning— Learning a new phonological system is especially challenging.
Mispronounces long or unfamiliar words— Phonological processing difficulties persist even when reading improves.
Low self-esteem related to academics despite strengths in other areas— Years of struggle take a psychological toll. Address the emotional impact alongside the reading.
Prevalence
5-17% of children, depending on definition and threshold used
Heritability
40-60%. If one parent has dyslexia, each child has ~40% chance
Gender
Affects boys and girls equally. Boys are referred more due to behavioral differences.
Core Deficit
Phonological processing -- not vision, not intelligence, not effort
Brain Difference
Underactivation of left-hemisphere reading circuits; different, not broken
Treatment
Structured literacy (Orton-Gillingham approach). Explicit, systematic phonics instruction.
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.
- 3Look for a reading specialist trained in structured literacy or Orton-Gillingham methodology.
- 4Read 'Overcoming Dyslexia' by Sally Shaywitz for a research-based parent guide.
- 5Connect with your child emotionally. Tell them: 'Your brain works differently, not worse. You're going to learn to read -- it'll just take a different path.'
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.
Unlock this tool
Get full access to this tool and all resources in this module.
© 2026 Avaneuro · avaneuro.com · For educational purposes only. Not medical advice.
