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Picture  by Brennan Innovators

NHS states In some cases, it's possible to detect symptoms of dyslexia before a child starts school.

Symptoms can include:

  • delayed speech development compared with other children of the same age (although this can have many different causes)

  • speech problems, such as not being able to pronounce long words properly and "jumbling" up phrases (for example, saying "hecilopter" instead of "helicopter", or "beddy tear" instead of "teddy bear")

  • problems expressing themselves using spoken language, such as being unable to remember the right word to use, or putting sentences together incorrectly

  • little understanding or appreciation of rhyming words, such as "the cat sat on the mat", or nursery rhymes

  • difficulty with, or little interest in, learning letters of the alphabet

The School Child

Symptoms of dyslexia usually become more obvious when children start school and begin to focus more on learning how to read and write.

Symptoms of dyslexia in children aged 5 to 12 include:

  • problems learning the names and sounds of letters

  • spelling that's unpredictable and inconsistent

  • putting letters and figures the wrong way round (such as writing "6" instead of "9", or "b" instead of "d")

  • confusing the order of letters in words

  • reading slowly or making errors when reading aloud

  • visual disturbances when reading (for example, a child may describe letters and words as seeming to move around or appear blurred)

  • answering questions well orally, but having difficulty writing the answer down

  • difficulty carrying out a sequence of directions

  • struggling to learn sequences, such as days of the week or the alphabet

  • slow writing speed

  • poor handwriting

  • problems copying written language and taking longer than normal to complete written work

  • poor phonological awareness and word attack skills

Phonic Awareness

This is the ability to recognise that words are made up of smaller units of sound (phonemes) and that changing and manipulating phonemes can create new words and meanings.

A child with poor phonological awareness may not be able to correctly answer these questions:

  • What sounds do you think make up the word "hot", and are these different from the sounds that make up the word "hat"?

  • What word would you have if you changed the "p" sound in "pot" to an "h" sound?

  • How many words can you think of that rhyme with the word "cat"?

Word Attack Skills

Young children with dyslexia can also have problems with word attack skills.

This is the ability to make sense of unfamiliar words by looking for smaller words or collections of letters that a child has previously learnt.

For example, a child with good word attack skills may read the word "sunbathing" for the first time and gain a sense of the meaning of the word by breaking it down into "sun", "bath", and "ing".

Teenagers and adults

As well as the problems mentioned above, the symptoms of dyslexia in older children and adults can include:

  • poorly organised written work that lacks expression (for example, even though they may be very knowledgeable about a certain subject, they may have problems expressing that knowledge in writing)

  • difficulty planning and writing essays, letters or reports

  • difficulties revising for examinations

  • trying to avoid reading and writing whenever possible

  • difficulty taking notes or copying

  • poor spelling

  • struggling to remember things such as a PIN or telephone number

  • struggling to meet deadliness 

Hey! You just think differently and do things to your way of learning.  Famous people have dyslexia 'Steve Job, Albert Einstein, Jamie Oliver, Tom Cruise and Richard Branson'.

We invite you to discover what you will learn with IAU eAcademy, their online English Picture Image support tool, that provides excellent help for the young child, the teenager, and the adult with low educational attainment, dyslexia or for those who do not yet have English as their native language.  Click on the link at

Which bit resonates with you?

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