Not every child with these signs has dyslexia, but they can be early clues that a child may need extra support. Patterns matter more than single moments.
Early signs (pre-school and reception)
- Difficulty learning nursery rhymes
- Trouble recognising rhyming words
- Difficulty remembering letter sounds or the alphabet
- Mixing up similar-sounding words
- Trouble remembering sequences (days of the week, counting)
- Delayed speech or word-finding difficulties
- Difficulty following multi-step instructions
- Struggling to recognise their own name in writing
- Avoiding books or reading activities
Primary school signs
- Slow reading progress
- Guessing words instead of decoding them
- Mixing up letters such as b/d or p/q
- Struggling with phonics
- Losing place while reading
- Reading a word correctly on one page but not the next
- Avoiding reading aloud
- Poor spelling despite practice — spelling the same word differently in one piece of work
- Difficulty copying from the board
- Messy or very slow handwriting
- Forgetting instructions
- Difficulty with times tables, days of the week or months
- Becoming tired, upset or frustrated with reading and writing
Secondary school signs
- Reading slowly and avoiding long texts
- Difficulty taking notes
- Poor spelling
- Written work that does not match verbal ability
- Trouble organising essays
- Difficulty revising from written notes
- Slow processing in exams
- Losing marks because answers are not written clearly
- Anxiety around reading aloud
- Forgetting equipment or deadlines
- Trouble learning foreign languages
- Feeling embarrassed or "stupid"
Why older children often hide it
Many teenagers with dyslexia become good at masking. They may avoid tasks, joke around, rush, refuse, become anxious or appear uninterested — because they are trying to protect themselves from embarrassment.
If a bright, articulate child suddenly avoids written work, that is information. It is rarely "just attitude".
What to do next
If several of these patterns ring true, speak to your child's class teacher and ask for a meeting with the SENCO. Keep examples of school work, note how long homework actually takes, and ask whether a dyslexia screener has been done. The next step in this section covers assessment.