Dyslexia Breakthrough

Dyslexia Indicators for Teachers

The likelihood is that you already have some expertise in this area but there may be a few children in your class that you are not sure of and you have that sneaking suspicion that all is not quite right. Have a look at the following list and perhaps it will confirm your doubts.

Some of these on their own would be classed as normal behaviour for any child but where 3-4 or more are persistent problems it may be worth the child filling out a questionnaire (contact us) to check for visual perception difficulties.

• Children who are underperforming when their general IQ is obviously high.
• Bright and alert and able to express good ideas orally but not able to write them down.
• Unable to remember instructions, especially noticeable with homework.
• Forgetful e.g.  frequently leaves behind or loses schoolwork, kit or musical instruments.
• Inability to sequence thoughts for essays and scientific explanations.
• Insufficient reading ability to understand problem questions.Inability to extract information from a passage for comprehension.
• Untidy written work:  badly formed letters, reversals, omissions, erratic spelling mistakes, inability to space words or place them on the lines.
• Problems with using their page correctly for drawings, posters i.e. ‘running out of space,’ or draw maps and diagrams out of proportion.
• Problems with reversals in maths – both numbers and adding/subtracting, measuring correctly, graphs, sequencing of numbers and concepts, tables.
• Either hyperactive (clown in class) or withdrawn and apathetic to task in hand.
• Shows obvious reluctance in class to reading aloud.
• Is slower and may stumble over words compared to peers.
• Have more problems than most in locating rooms for lessons.
• Are considered a ‘clumsy’ child prone to bumping into things, tripping, stumbling and falling.
• Have problems with co-ordination and balance, particularly noticeable in their sports classes.