Generally

Family history of learning problems

Isn't behind enough to be helped in the school setting

Test well orally, but not in written tests

Not reading at age level but appears bright/intelligent

Displays behaviours to cover problem (class clown, disruptive, teacher's pet, quiet)

Labelled as lazy, dumb, careless, immature, or "not trying hard enough"

Easily frustrated and emotional about school, reading or testing. Feels dumb.

Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.

Difficulty maintaining attention; loses track of time, seems "hyper" or "daydreamer"

Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Can do math but has difficulty with word problems

Has difficulty with math

Poor short term or working memory

Poor memory for sequences, facts and information that has not been experienced.

Seems to "Zone out" or daydream often; gets lost easily or loses track of time.

Excellent memory for experiences

Visual learner. Thinks primarily in pictures not in sound

Difficulty putting thoughts into words verbally or in writing

Mispronounces or transposes words

Confused by letters, numbers, words, sequences, or verbal explanations

Clumsy

Reading

Initially had trouble or still has trouble with sight words (eg was, what, is, the).

Difficulty catching on to phonics or sounding out words.

Lacks awareness of the sounds in words, rhymes or sequences of syllables (eg what is the last sound in the words "what", "action", "fun"?).

Tends to confuse words that look alike (eg was/saw, for/from, who, how, house/home).

Reads and rereads with little comprehension.

Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.

Uses the pictures or context of the story for cues.

Difficulty decoding unfamiliar words.

Tends to lose his/her place when reading.

Mis-reads or omits small words (for, of, with an, it) and word endings (-ing, -ed, -ly, -s).

Mistakes and symptoms increase dramatically with confusion, time pressure and emotional distress, or poor health.

Vision and Spelling

Complains of dizziness, headaches or stomach aches while reading.

Confused by letters, numbers, words, sequences, or verbal explanations.

Complains of feeling or seeing non-existent movement while reading, writing, or copying.

Seems to have difficulty with vision, yet eye exam doesn't reveal a problem.

Spells phonetically and inconsistently.

Trouble copying from classroom board.

This assessment is not intended to be a conclusive diagnosis of dyslexia, but a first-step to assist a parent or teacher to find resources or Specialist help of their choice.

Dyslexia Australia offers a Dyslexia Screening test by an Educational Consultant for children aged 6 1/2 to 15.