Dyslexia is a well-known specific learning difficulty that affects how individuals read, write, and spell…amongst other things, before anyone contacts me!! Given that early identification and intervention are crucial for supporting children with literacy difficulties and helping them thrive academically and emotionally, it is important that teachers and parents/carers are aware of some of the indicators they may spot in their first few years of schooling.
However, this blog comes with a warning. Several of the ‘red flags’ discussed below can be associated with other neurodiverse presentations (e.g. dyspraxia (DCD), Attention Deficit Hyperactivity Disorder (ADHD) and autism) and due to the vast variation in rates of development and approaches to learning, some children may just take a little longer to get to grips with the basics of literacy. So, it really is important to bear in mind that, in the first instance, the focus should always be about identifying the needs of a child – in order to initiate appropriate intervention – rather than gaining a diagnostic label. Indeed, below the age of around 8 years of age, it can be a real challenge to be secure in a diagnosis of a specific learning difficulty, especially when there are other factors of interest within a child’s learning profile. But why not read on for some of the things to look out for and actions to take, whilst maintaining an open mind about what you might be looking at in terms of a particular learning need:
Delayed speech and language development: given its roots in phonology (the sound structure of language), one of the earliest signs of dyslexia can be delayed speech and language development. Children may have difficulty pronouncing words, learning new vocabulary, or following directions. They may struggle with rhyming or identifying the sounds in words (phonological awareness), which are foundational skills for reading and writing.
Difficulty with learning letters and sounds: children at risk of dyslexia may find it challenging to learn the alphabet sequence or associate letters (graphemes) with their corresponding sounds (phonemes) which is known as grapheme-phoneme correspondence (GPC). A difficulty with fluent and accurate GPC knowledge can impede the skill of decoding and encoding words later on.
Not responding to intervention: like any skill, some children may take a little longer to learn to read and spell, and most who do will benefit from regularly delivered, evidence-based intervention e.g. in a small group or on a 1:1 basis. Dyslexic learners do not always respond as quickly or as convincingly as others to programmes of support and so this is something to bear in mind if you are concerned.
Family history: dyslexia often runs in families. If there's a family history of dyslexia or reading difficulties, children may therefore be at a higher risk. Parents and carers should be especially attentive to early signs of dyslexia in such cases and seek appropriate support if concerns arise.
Frustration with or avoidance of reading and writing activities: children with word-level literacy difficulties may experience increased levels of frustration and even anxiety, and use avoidance tactics when faced with reading or writing tasks. They may express reluctance to participate in literacy-related activities, exhibit negative attitudes toward learning, or become disengaged in classroom instruction. However, this may also be the result of other difficulties e.g. sustaining attention, struggles with fine-motor skills etc.
Recognising early indicators of literacy-learning difficulties is essential for providing timely intervention and support to children who may be struggling. This was one of the areas of unanimity in the 2024 Delphi Study:
“There was agreement that in the early years of reading instruction, between the ages of 5 and 8 years, the identification and support of the needs of children with literacy learning difficulties should be prioritised over detailed diagnostic assessment. Participants recognised the importance of close observation of any difficulties, and of how the child responds to intervention, as central to understanding and supporting literacy acquisition as a foundation for learning.”
By being aware of the signs and seeking professional assessment and guidance when needed, parents/carers and teachers can help children with specific learning difficulties unlock their full potential and thrive in school. Early intervention to bolster reading, phonics, spelling and writing can make a significant difference in a child’s educational journey, setting the stage for success in school and beyond.
It is important at this point to note that we are advised as dyslexia assessors to consider very carefully whether or not it is appropriate to conduct a full diagnostic assessment with a child under 8. Most of us prefer to opt for a screening assessment with younger children, subsequent to which appropriate recommendations can be put into place and further assessment arranged in the future, if required. The choice to avoid diagnostic assessments for under 8s stems from several reasons, one being that the range of differences which still occur developmentally at this age is vast and it can sometimes be challenging to obtain test scores which implicate dyslexia as the cause of literacy difficulties. Whilst assessors will always use qualitative evidence and background information to support a diagnosis, standardised scores usually form the basis of secure identification, and so it is often better to wait a little longer…assuming that the support is in place in the meantime.
And, a blog about the early indicators of literacy-learning difficulties would not be complete without a nod to the letters b, d, p and q! Parents/carers who see their child reversing similar-looking letters and numerals (such as 6 and 9) …don’t panic!! Many youngsters struggle with symbol orientation, and for some this will persist a little longer than their peers. If, however, despite support, it is still a problem around the age of 8, and there are other issues relating to literacy-learning which are sound-based (rather than just ‘visual’ in nature), it could be an indicator of dyslexia. But, it needs also acknowledging that letter reversals are not uncommon in those with different SpLDs such as dyspraxia (DCD) and it could even be linked to visual tracking and/or disturbance, which may warrant investigation by a behavioural optometrist.
So, you can be forgiven for thinking it is all a little confusing, daunting even. Negotiating the start of a journey to the potential identification of dyslexia (or any other neurodivergent presentation for that matter) is emotional and sometimes a real struggle, but if you have concerns, in the first instance, talk to your child’s class teacher or the school’s Special Educational Needs Coordinator. There is no doubt that working collaboratively and positively with staff in school is the best route forward at this early stage.