DYSLEXIA

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.

General
* Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
* Labelled 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.
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,
number 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.

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.
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.

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.

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).

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.