Dyslexia is a neurologically based condition that can affect reading, writing, and the ability to spell accurately. Most people with this condition are born with it (Kim, 2021), although it can also develop after brain damage, such as from a stroke (Carthery-Goulart & Senaha, 2007).
In addition, dyslexia often runs in families and can be passed down through generations. Symptoms can range from moderate to severe, and they affect each person differently.
Because symptoms can vary so much, a clear diagnosis can help explain ongoing difficulties and highlight a person’s strengths. It can also help shape an individualized intervention plan that addresses their specific challenges.
Recognizing how the signs can change with age can help determine when further evaluation may be needed. There are many dyslexia assessment resources available online to help with this process.
What Are Early Dyslexia Symptoms by Age?
Signs of dyslexia can appear before a child learns to read. As children move through school and develop new skills, different signs may become easier to recognize (Yale Center for Dyslexia and Creativity, n.d.).
Preschool
During the preschool years, signs may appear in a child’s speech, language, and familiarity with letters and sounds. Parents and teachers may notice:
- delayed speech or persistent “baby talk”;
- trouble learning songs and nursery rhymes;
- difficulty recognizing or producing rhyming words;
- trouble learning and remembering letter names;
- difficulty recognizing the letters in their own name;
- trouble pronouncing familiar words;
- difficulty understanding questions or following instructions;
- slower vocabulary growth and trouble recalling the right word;
- reluctance to follow along when books are read aloud; or
- a family history of reading, spelling, or dyslexia difficulties.
Kindergarten and 1st Grade
Dyslexia may become easier to spot once children begin formal reading instruction, usually in kindergarten and first grade (American Brain Foundation, n.d.). At this stage, a student might struggle to remember letter names and sounds. They may also find it hard to separate words into syllables or change individual sounds to form new words. Reading an unfamiliar word can take extra effort too.
Moreover, spelling may reflect how the student hears a word, and words they have seen many times can still be challenging to remember.
2nd Through 12th Grade
As students move into higher grades, reading may take longer and mistakes can become easier to notice. For instance, they may work through text slowly, misread words, or take a guess when they encounter one they don’t recognize. Similar-sounding words can also cause confusion.
Some students become uncomfortable when asked to read in front of the class and continue to struggle with spelling. Others understand material better when they hear it rather than read it themselves. The extra work involved can leave them feeling frustrated and tired.
Emotional Signs of Dyslexia
Dyslexia doesn’t mean a student has to fall behind, and many students thrive in school. Some receive targeted support, and others build creative strategies of their own.
Still, reading difficulties can take an emotional toll on students. For some children and young adults, dyslexia brings anxiety, shyness, or embarrassment. Others experience sadness, depression, or low self-esteem. These feelings often become more pronounced in secondary school (Giovagnoli et al., 2020). Strong friendships may help lessen some of these emotional effects.
Dyslexia Risk Factors
A few factors raise the odds of dyslexia, so weigh them appropriately as you review symptoms:
- Family history: a parent or sibling with dyslexia raises the risk from 5% to 26% (Becker et al., 2017). A formal diagnosis need not be present; relatives who found reading or school difficult still count.
- Co-occurring ADHD: raises the odds from 5% to 19%.
- Biological sex: diagnoses are more common in people assigned male at birth, who tend to show more severe symptoms (Arnett et al., 2017).
- Environment: a low-literacy home, psychological stress, low income, and birth-parent smoking can each add risk (Theodoridou et al., 2021).
When to Consider a Dyslexia Evaluation
On their own, signs and symptoms may suggest dyslexia. However they’re not a diagnosis. To confirm, a full dyslexia assessment is needed. The Tests of Dyslexia (TOD®) assesses reading skills from ages 5 through 89. It offers a short screener, an early-grades form, and a comprehensive battery. Results include risk and probability indexes, plus intervention recommendations. A score can then point toward the next steps, not just a label.
Research and Resources
American Brain Foundation. (n.d.). Dyslexia. https://www.americanbrainfoundation.org/diseases/dyslexia/
Arnett, A. B., Pennington, B. F., Peterson, R. L., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2017). Explaining the sex difference in dyslexia. Journal of Child Psychology and Psychiatry, 58(6), 719–727. https://doi.org/10.1111/jcpp.12691
Becker, N., Vasconcelos, M., Oliveira, V., Dos Santos, F. C., Bizarro, L., De Almeida, R. M. M., De Salles, J. F., & Santos Carvalho, M. R. (2017). Genetic and environmental risk factors for developmental dyslexia in children: Systematic review of the last decade. Developmental Neuropsychology, 42(7–8), 423–445. https://doi.org/10.1080/87565641.2017.1374960
Carthery-Goulart, M. T., & Senaha, M. L. H. (2007). Diagnosis and rehabilitation attempt of a patient with acquired dyslexia. Dementia & Neuropsychologia, 1(1), 89–96. https://pmc.ncbi.nlm.nih.gov/articles/PMC5619389/
Giovagnoli, S., Mandolesi, L., Magri, S., Gualtieri, L., Fabbri, D., Tossani, E., & Benassi, M. (2020). Internalizing symptoms in developmental dyslexia: A comparison between primary and secondary school. Frontiers in Psychology, 11, 461. https://doi.org/10.3389/fpsyg.2020.00461
Kim, S. K. (2021). Recent update on reading disability (dyslexia) focused on neurobiology. Clinical and Experimental Pediatrics, 64(10), 497–503. https://doi.org/10.3345/cep.2020.01543
Theodoridou, D., Christodoulides, P., Zakopoulou, V., & Syrrou, M. (2021). Developmental dyslexia: Environment matters. Brain Sciences, 11(6), 782. https://doi.org/10.3390/brainsci11060782
Yale Center for Dyslexia and Creativity. (n.d.). Signs of Dyslexia. https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
Lynn Martelli is an editor at Readability. She received her MFA in Creative Writing from Antioch University and has worked as an editor for over 10 years. Lynn has edited a wide variety of books, including fiction, non-fiction, memoirs, and more. In her free time, Lynn enjoys reading, writing, and spending time with her family and friends.
