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Teacher Checklist - Indicators of Dyslexia The child that seems bright and capable yet struggles with reading, writing, and spelling. □ Oral language skills are often stronger than written language skills □ Difficulty pronouncing sounds in words □ Problems with phonological awareness – difficulty segmenting, blending and manipulating the sounds (phonemes) and syllables in words □ Confusion with ‘direction’ words of space or time – left/right, up/down, yesterday/tomorrow □ Very slow in acquiring reading skills □ Limited reading fluency – oral reading is slow and laboured with many mistakes □ Poor sight word recognition and difficulty remembering familiar words □ Stumbles when reading longer words and may rely on phonics to sound out words □ Poor spelling skills and often spells words phonetically □ May reverse letters or the order of letters/numbers when reading and writing (visual perception problems) ‘b’ and ‘d’ , ‘was’ and ‘saw', ‘from’ and ‘form’ □ Limited reading comprehension due to reading processing difficulties □ Poor rote memory –trouble learning the alphabet and letter sounds, multiplication tables □ Difficulty with sequencing information and following complex instructions □ Avoids reading and writing whenever possible – especially fearful of reading aloud □ Slow to complete reading and writing tasks □ Difficulty copying written work – slow and written work is untidy with many errors □ Written responses are less detailed than their actual knowledge □ Complaining that letters and words on the page move or become blurred □ Complaining of dizziness or headaches while reading but eyesight is fine □ Easily distracted by visual or auditory stimuli and appears to lack concentration □ Inconsistent school work and a downward trend in academic achievement Parent Checklist - Indicators of Dyslexia □ Delayed speech and troubles pronouncing sounds to learn new words □ Mixes up familiar words when speaking – ‘pootfrints’ instead of ‘footprints’ □ Difficulty making connections between letters and their sounds □ Confusion with words of space or time – left/right, up/down, yesterday/tomorrow □ Struggles following more than one instruction at a time □ Problems with remembering things in correct sequence or order □ Difficulty with rote learning – alphabet, times tables, telling time, days of the week □ Oral language skills are stronger than written language skills □ Trouble learning frequently used ‘sight’ words and continually fails to recognise familiar words □ May reverse letters (‘b’ and ‘d’ )or the order of letters (‘was’ and ‘saw') when reading and writing – this is common in young children (6-7 years) but should not continue □ Rely heavily on pictures in readers and books □ Complains of difficulty ‘seeing’ words and headaches when reading but eyesight is fine □ Oral reading is slow and laboured – the child may skip words, mix up or jumble words and wildly guess unfamiliar words □ Trouble with understanding what they have read but good comprehension when read to □ Poor spelling skills and often spells words as they sound rather than correctly □ Messy handwriting - writes slowly and often awkwardly □ Written work is untidy with many errors and crossing out □ Avoids writing tasks or writes very little □ Easily distracted and may not concentrate when completing homework □ Doesn’t enjoy going to school □ Often comes home from school exhausted, stressed and disagreeable □ May have good days or very bad days at school □ Has an immediate family member who had difficulty learning to read, write or spell