The Learning Brook hears again and again, from individuals everywhere… “I think I'm dyslexic! How do I know if I really am? Is there a test I can take?!”
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The Learning Brook hears again and again, from individuals everywhere…
“I think I'm dyslexic! How do I know if I really am? Is there a test I can take?!”
If you think you are, you obviously have some knowledge about dyslexia and it is certainly possible that you may be dyslexic. After all, conservatively, dyslexia affects 15% of the population to some degree.
While we do not recommend self-diagnosis, you can examine the lists of clues below to see if the descriptions pertain to you. For now, have fun satisfying your curiosity! If you feel many of the clues fit your pattern of learning and pinpoint many of the things you find yourself doing on a regular basis, then you might definitely want to investigate further. We point out that these lists include the strengths as well as the weaknesses, as the presence of clusters from both areas tend to be strong indicators of dyslexia. We give full credit to Dr. Sally Shaywitz, one of the world's leading authorities on dyslexia, who has compiled the lists. The lists are from her bestselling book, Overcoming Dyslexia, pp. 122-127. Additional lists of warning signs can be found on our webpage, LD & DYSLEXIA. CLICK HERE to learn more.
The truth is, there is no one test for dyslexia and you can't buy or download a quiz of any sort that will tell you with certainty whether or not you are dyslexic. To learn more about how dyslexia is formally diagnosed and the tests that are administered by professionals during the process, CLICK HERE to go to our TESTING page.
Clues to Dyslexia in Early Childhood
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for the following problems:
The Preschool Years
Trouble learning common nursery rhymes such as “Jack and Jill” and “Humpty Dumpty”
A lack of appreciation of rhymes
Mispronounced words; me persistent baby talk
Difficulty in learning (and rembering) names of letters
Failure to know the letters in his own name
Kindergarten and First Grade
Failure to understand that words come apart; for example, that batboy can be pulled apart into bat and boy, and, later on, that the word bat can be broken down still further and sounded out as: “b” “aaaa” t”
Inability to learn to associate letters with sounds, such as being unable to connect the letter b with the “b” sound
Reading errors that show no connection to the sounds of the letters; for example, the word big is read as goat
The inability to read common one-syllable words or to sound out even the simplest of words, such as mat, cat, hop, nap
Complaints about how hard reading is, or running and hiding when it is time to read
A history of reading problems in parents or siblings
In addition to the problems of speaking and reading, you should be looking for these indications of strengths in higher-level thinking processes:
Curiosity
A great imagination
The ability to figure things out
Eager embrace of new ideas
Getting the gist of things
Good understanding of new concepts
Surprising maturity
A large vocabulary for the age group
Enjoyment in solving puzzles
Talent at building models
Excellent comprehension of stories read or told to him
Clues to Dyslexia From Second Grade On
Problems in Speaking
Mispronunciation of long, unfamiliar, or complicated words; the fracturing of words-leaving out parts of words or confusing the order of the parts of words; for example, aluminum becomes amulium
Speech that is not fluent-pausing or hesitating often when speaking, lots of um 's during speech, no glibness
The use of imprecise language, such as vague references to stuff or things instead of the proper name of an object
Not being able to find the exact word, such as confusing words that sound alike: saying tornado instead of volcano, substituting lotion for ocean, or humanity for humidity
The need for time to summon an oral response or the inability to line up with a verbal response quickly when questioned
Difficulty in remembering isolated pieces of verbal information (rote memory)-trouble remembering dates, names, telephone numbers, random lists
Problems in Reading
Very slow progress in acquiring reading skills
The lack of a strategy to read new words
Trouble reading unknown (new, unfamiliar) words that must be sounded out; making wild stabs or guesses at reading a word; failure to systematically sound out words
The inability to read small “function” words such as that, an, in
Stumbling on reading multisyllable words, or the failure to come close to sounding out the full word
Omitting parts of words when reading; the failure to decode parts ,within a word, as if someone had chewed a hole in the middle of the word, such as conible for convertible
A terrific fear of reading out loud; the avoidance of oral reading
Oral reading filled with substitutions, omissions, and mispronunciations
Oral reading that is choppy and labored, not smooth or fluent
Oral reading that lacks inflection and sounds like the reading of a foreign language
A reliance on context to discern the meaning of what is read
A better ability to understand words in context than to read isolated single words
Disproportionately poor performance on multiple choice tests
The inability to finish tests on time
The substitution of words with the same meaning for words in the text he can't pronounce, such as car for automobile
Disastrous spelling, with words not resembling true spelling; some spellings may be missed by spell check
Trouble reading mathematics word problems
Reading that is very slow and tiring
Homework that never seems to end, or with parents often recruited as readers
Messy handwriting despite what may be an excellent facility at word processing-nimble fingers
Extreme difficulty learning a foreign language
A lack of enjoyment in reading, and the avoidance of reading books or even a sentence
The avoidance of reading for pleasure, which seems too exhausting
!leading whose accuracy improves over time, though it continues to lack fluency and is laborious
Lowered self-esteem, with pain, that is not always visible to others
History of reading, spelling, and foreign language problems in family members
In addition to signs of a phonologic weakness, there are signs of strengths in higher-level thinking processes:
Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
Learning that is accomplished best through meaning rather than rote memorization
Ability to get the “big picture”
A high level of understanding of what is read to him
The ability to read and to understand at a high level overlearned (that is, highly practiced) words in a special area of interest; for exampIe, if his hobby is restoring cars, he may be able to read auto mechanics magazines
Improvement in an area of interest becomes more specialized and focused, when he develops a miniature vocabulary that he can read
A surprisingly sophisticated listening vocabulary
Excellence in areas not dependent on reading, such as math, computers, and visual arts, or excellence in more conceptual (versus factoid-driven) subjects such as philosophy, biology, social studies, neuroscience, and creative writing
Clues to Dyslexia in Young Adults and Adults
Problems in Speaking
Persistence of earlier oral language difficulties
The mispronunciation of the names of people and places, and tripping over parts of words
Difficulty remembering names of people and places and the confusion of names that sound alike
A struggle to retrieve words: “It was on the tip of my tongue”
Lack of glibness, especially if put on the spot
Spoken vocabulary that is smaller than listening vocabulary, and hesitation to say aloud words that might be mispronounced
Problems in Reading
A childhood history of reading and spelling difficulties
Word reading becomes more accurate over time but continues to require great effort
Lack of fluency
Embarrassment caused by oral reading: the avoidance of Bible study groups, reading at Passover seders, or delivering a written speech
Trouble reading and pronouncing uncommon, strange, or unique words such as people's names, street or location names, food dishes on a menu (often resorting to asking the waiter about the special of the day or resorting to saying, “I'll have what he's having,” to avoid the embarrassment of not being able to read the menu)
Persistent reading problems
The substitution of made-up words during reading for words that cannot be pronounced-for example, metropolitan becomes mitan and a failure to recognize the word metropolitan when it is seen again or heard in a lecture the next day
Extreme fatigue from reading
Slow reading of most materials: books, manuals, subtitles in foreign films
Penalized by multiple-choice tests
Unusually long hours spent reading school or work-related materials
Frequent sacrifice of social life for studying
A preference for books with figures, charts, or graphics
A preference for books with fewer words per page or with lots · A preference for books with fewer “
Spelling that remains disastrous and a preference for less complicated words in writing that are easier to spell
Particularly poor performance on rote clerical tasks
Signs of Strengths in Higher- Level Thinking Processes
The maintenance of strengths noted in the school-age period
High learning capability
A noticeable improvement when given additional time on multiple-choice examinations
Noticeable excellence when focused on a highly specialized area such as medicine, law, public policy, finance, architecture, or basic science
Excellence in writing if content and not spelling is important
A noticeable articulateness in the expression of ideas and feelings
Exceptional empathy and warmth, and feeling for others
Success in areas not dependent on rote memory
Big-picture thinking
Inclination to think out of the box
A talent for high-level conceptualization and the ability to come up with original insights
A noticeable resilience and ability to adapt