Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency. 
  1. General
  2. Vision, Reading, and Spelling
  3. Hearing and Speech
  4. Writing and Motor Skills
  5. Math and Time Management
  6. Memory and Cognition
  7. Behavior, Health, Development and Personality
© 1992 by Ronald D. Davis - used with permission

​General

​Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
  • Labeled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
  • Isn't "behind enough" or "bad enough" to be helped in the school setting.
  • High in IQ, yet may not test well academically; tests well orally, but not written.
  • Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
  • Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
  • Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
  • Difficulty sustaining attention; seems "hyper" or "daydreamer."
  • Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.​
Back to Top

Vision, Reading, and Spelling

  • ​Complains of dizziness, headaches or stomach aches while reading.
  • Confused by letters, numbers, words, sequences, or verbal explanations.
  • Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
  • Complains of feeling or seeing non-existent movement while reading, writing, or copying.
  • Seems to have difficulty with vision, yet eye exams don't reveal a problem.
  • Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
  • Reads and rereads with little comprehension.
  • Spells phonetically and inconsistently.
Back to Top

Hearing and Speech

  • ​Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
  • Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.
Back to Top

Writing and Motor Skills

  • ​Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
  • Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
  • Can be ambidextrous, and often confuses left/right, over/under.
Back to Top

Math and Time Management

  • ​Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
  • Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper.
  • Can count, but has difficulty counting objects and dealing with money.
  • Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.
Back to Top
If you or your child displays any of these common symptoms and you would like to confirm if it could be Dyslexia, click the link below:

It is never too late to find help for Dyslexia!  If you are an adult and have wondered if you are dyslexic, see an adult-specific checklist below:

Marina's Success Story

Marina has developed in the last week, a confidence particularly in reading that was increased over her prior performance in my class. While participating in oral sharing opportunity, other students noticed an increase in Marina’s ability to read accurately, and brought that observation to my attention. Marina has expressed an eagerness to learn, and a willingness to work since I began working with her two years ago. However, she now is expressing that eagerness with a toolbox of strategies to accelerate her efforts.

Elsie Johnson immediately built a rapport with Marina, who is a child raised by Russian parents. Her culture is different than ours, and Elsie was sensitive to that while working with Marina. The post-program teacher consultation was very helpful in understanding how to tie the program to what I am doing in the classroom. I’m excited to watch Marina’s progress for the rest of this school year with this program as part of her tools. 
​
-Laili K. Fifth Grade Teacher

Memory and Cognition

  • ​Excellent long-term memory for experiences, locations, and faces.
  • Poor memory for sequences, facts and information that has not been experienced.
  • Thinks primarily with images and feeling, not sounds or words (little internal dialogue).
Back to Top

Behavior, Health, Development and Personality

  • ​Extremely disorderly or compulsively orderly.
  • Can be class clown, trouble-maker, or too quiet.
  • Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
  • Prone to ear infections; sensitive to foods, additives, and chemical products.
  • Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
  • Unusually high or low tolerance for pain.
  • Strong sense of justice; emotionally sensitive; strives for perfection.
  • Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.
Back to Top