{"id":2197,"date":"2014-08-14T10:59:34","date_gmt":"2014-08-14T10:59:34","guid":{"rendered":"https:\/\/www.dyslexiadaily.com\/?p=2197"},"modified":"2026-03-30T10:55:01","modified_gmt":"2026-03-30T10:55:01","slug":"is-my-child-dyslexic-effects-of-dyslexia","status":"publish","type":"post","link":"https:\/\/www.dyslexiadaily.com\/blog\/is-my-child-dyslexic-effects-of-dyslexia\/","title":{"rendered":"Is My Child Dyslexic?"},"content":{"rendered":"<p><img decoding=\"async\" style=\"display: none;\" src=\"https:\/\/www.dyslexiadaily.com\/blog\/wp-content\/uploads\/2015\/08\/ida-thumbnail.jpg\" alt=\"\" \/><\/p>\n<div style=\"margin-top: 10px; margin-bottom: 10px;\">\n<a href=\"https:\/\/www.dyslexiadaily.com\/wp-content\/uploads\/2014\/08\/header2.jpg\"><br \/>\n<img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-2440\" style=\"border: 1px solid #E2DFDF;\" src=\"https:\/\/www.dyslexiadaily.com\/wp-content\/uploads\/2014\/08\/header2.jpg\" alt=\"header2\" width=\"908\" height=\"137\" \/><\/a><\/div>\n<p>Individuals with dyslexia have trouble with reading, writing, spelling and\/or math even though they have the ability and have had opportunities to learn. Individuals with dyslexia can learn, but they often need specialized instruction to overcome the problem. Often these individuals, who have talented and productive minds, are said to have a language learning difference.<\/p>\n<h3><strong>Common characteristics of dyslexia<\/strong><\/h3>\n<p>Most of us have one or two of these characteristics. That does not mean that everyone has dyslexia. A person with dyslexia usually has several of these characteristics that persist over time and interfere with his or her learning.<\/p>\n<p><strong>Oral language<\/strong><\/p>\n<ul>\n<li>Late learning to talk<\/li>\n<li>Difficulty pronouncing words<\/li>\n<li>Difficulty acquiring vocabulary or using age appropriate grammar<\/li>\n<li>Difficulty following directions<\/li>\n<li>Confusion with before\/after, right\/left, and so on<\/li>\n<li>Difficulty learning the alphabet, nursery rhymes, or songs<\/li>\n<li>Difficulty understanding concepts and relationships<\/li>\n<li>Difficulty with word retrieval or naming problems<\/li>\n<\/ul>\n<p><strong>Reading<\/strong><\/p>\n<ul>\n<li>Difficulty learning to read<\/li>\n<li>Difficulty identifying or generating rhyming words, or counting syllables in words\u00a0(phonological awareness )<\/li>\n<li>Difficulty with hearing and manipulating sounds in words (phonemic awareness )<\/li>\n<li>Difficulty distinguishing different sounds in words (phonological processing )<\/li>\n<li>Difficulty in learning the sounds of letters (phonics)<\/li>\n<li>Difficulty remembering names and shapes of letters, or naming letters rapidly<\/li>\n<li>Transposing the order of letters when reading or spelling<\/li>\n<li>Misreading or omitting common short words<\/li>\n<li>\u201cStumbles\u201d through longer words<\/li>\n<li>Poor reading comprehension during oral or silent reading, often because words are not\u00a0accurately read<\/li>\n<li>Slow, laborious oral reading<\/li>\n<\/ul>\n<p><strong>Written language<\/strong><\/p>\n<ul>\n<li>Difficulty putting ideas on paper<\/li>\n<li>Many spelling mistakes<\/li>\n<li>May do well on weekly spelling tests, but may have many spelling mistakes in daily work<\/li>\n<li>Difficulty proofreading<\/li>\n<li>Difficulty naming colors, objects, and letters rapidly, in a sequence\u00a0(RAN: rapid automatized naming)<\/li>\n<li>Weak memory for lists, directions, or facts<\/li>\n<li>Needs to see or hear concepts many times to learn them<\/li>\n<li>Distracted by visual or auditory stimuli<\/li>\n<li>Downward trend in achievement test scores or school performance<\/li>\n<li>Inconsistent school work<\/li>\n<li>Teacher says, \u201cIf only she would try harder,\u201d or \u201cHe\u2019s lazy.\u201d<\/li>\n<li>Relatives may have similar problems<\/li>\n<\/ul>\n<h3><strong>Common characteristics of other related learning disorders<\/strong><\/h3>\n<p><strong>Dysgraphia (Handwriting)<\/strong><\/p>\n<ul>\n<li>Unsure of handedness<\/li>\n<li>Poor or slow handwriting<\/li>\n<li>Messy and unorganized papers<\/li>\n<li>Difficulty copying<\/li>\n<li>Poor fine motor skills<\/li>\n<li>Difficulty remembering the kinesthetic movements to form letters correctly<\/li>\n<\/ul>\n<p><strong>Dyscalculia (Math)<\/strong><\/p>\n<ul>\n<li>Difficulty counting accurately<\/li>\n<li>May misread numbers<\/li>\n<li>Difficulty memorizing and retrieving math facts<\/li>\n<li>Difficulty copying math problems and organizing written work<\/li>\n<li>Many calculation errors<\/li>\n<li>Difficulty retaining math vocabulary and concepts<\/li>\n<\/ul>\n<p><strong>ADHD\u2014Attention-Deficit\/Hyperactivity Disorder (Attention)<\/strong><\/p>\n<ul>\n<li>Inattention<\/li>\n<li>Variable attention<\/li>\n<li>Distractibility<\/li>\n<li>Impulsivity<\/li>\n<li>Hyperactivity<\/li>\n<\/ul>\n<p><strong>Dyspraxia (Motor skills)<\/strong><\/p>\n<ul>\n<li>Difficulty planning and coordinating body movements<\/li>\n<li>Difficulty coordinating facial muscles to produce sounds<\/li>\n<\/ul>\n<p><strong>Executive Function\/Organization<\/strong><\/p>\n<ul>\n<li>Loses papers<\/li>\n<li>Poor sense of time<\/li>\n<li>Forgets homework<\/li>\n<li>Messy desk<\/li>\n<li>Overwhelmed by too much input<\/li>\n<li>Works slowly<\/li>\n<\/ul>\n<p>If your child is having difficulties learning to read and you have noted several of these\u00a0characteristics in your child, he or she may need to be evaluated for dyslexia or a related\u00a0disorder.<\/p>\n<p><strong>What kind of instruction does my child need?<\/strong><\/p>\n<ul>\n<li>Dyslexia and other related learning disorders cannot be cured. Proper instruction promotes\u00a0reading success and alleviates many difficulties associated with dyslexia. Instruction for\u00a0individuals with reading and related learning disabilities should be:<\/li>\n<li>Intensive \u2013 given every day or very frequently for sufficient time.<\/li>\n<li>Explicit \u2013 component skills for reading, spelling, and writing are explained, directly\u00a0taught, and modeled by the teacher. Children are discouraged from guessing at words.<\/li>\n<li>Systematic and cumulative \u2013 has a definite, logical sequence of concept introduction;\u00a0concepts are ordered from simple to more complex; each new concept builds upon\u00a0previously introduced concepts, with built in review to aid memory and retrieval.<\/li>\n<li>Structured \u2013 has step-by-step procedures for introducing, reviewing, and practicing\u00a0concepts.<\/li>\n<li>Multisensory \u2013 links listening, speaking, reading, and writing together; involves\u00a0movement and \u201chands on\u201d learning.<\/li>\n<\/ul>\n<p><strong>Suggested Readings<\/strong><\/p>\n<p>Moats, L. C., &amp; Dakin, K. E. (2007). <em>Basic facts about dyslexia and other reading problems.\u00a0<\/em>Baltimore: The International Dyslexia Association.<\/p>\n<p>Shaywitz, S. (2003). <em>Overcoming dyslexia: A new and complete science-based program for\u00a0reading problems at any level<\/em>. New York: Knopf.<\/p>\n<p>Tridas, E. Q. (Ed.). (2007).<em> From ABC to ADHD: What every parent should know about\u00a0dyslexia.<\/em> Baltimore: The International Dyslexia Association.<\/p>\n<p>The International Dyslexia Association thanks Suzanne Carreker for her assistance in the\u00a0preparation of this fact sheet.<\/p>\n\n","protected":false},"excerpt":{"rendered":"<p>Individuals with dyslexia have trouble with reading, writing, spelling and\/or math even though they have the ability and have had opportunities to learn. Individuals with dyslexia can learn, but they often need specialized instruction to overcome the problem. Often these individuals, who have talented and productive minds, are said to... <br \/><a class=\"moretag\" href=\"https:\/\/www.dyslexiadaily.com\/blog\/is-my-child-dyslexic-effects-of-dyslexia\/\">Continue reading...<\/a>","protected":false},"author":1985,"featured_media":15685,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[82],"tags":[],"class_list":["post-2197","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-signs-and-symptoms-of-dyslexia"],"acf":[],"jetpack_publicize_connections":[],"_links":{"self":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/2197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/users\/1985"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/comments?post=2197"}],"version-history":[{"count":11,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/2197\/revisions"}],"predecessor-version":[{"id":6757,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/2197\/revisions\/6757"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/media\/15685"}],"wp:attachment":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/media?parent=2197"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/categories?post=2197"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/tags?post=2197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}