Dyslexia Signs Checklist

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Could It Be Dyslexia?

A Parent’s Checklist for Noticing Reading & Writing Signs (Ages 6–11)

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This checklist is designed to help you notice patterns — it is not a diagnostic tool and can’t tell you for certain whether your child has dyslexia. Every child learns at their own pace, and many of these signs appear now and then in typically developing readers too. What matters most is the overall pattern: how many signs you notice, across how many areas, and how much they’re affecting your child’s confidence and progress. Only a qualified professional, such as an educational psychologist or specialist assessor, can make a formal diagnosis.

How to use this checklist: Think back over the last few months of everyday reading, writing, and homework time. For each item below, mark how often you notice it — based on what’s typical for your child right now, not just a one-off tricky day.

1. Reading

Think about how your child reads aloud or tackles a new book.

Reverses or confuses similar-looking letters when reading (e.g., mixes up b/d, p/q, or reads "was" as "saw").

Reverses or confuses similar-looking letters when reading (e.g., mixes up b/d, p/q, or reads "was" as "saw").

Reads slowly and with effort compared to classmates, even on familiar words.

Reads slowly and with effort compared to classmates, even on familiar words.

Guesses at words based on the first letter or the picture, rather than sounding them out.

Guesses at words based on the first letter or the picture, rather than sounding them out.

Loses their place while reading, or skips lines or words.

Loses their place while reading, or skips lines or words.

Struggles to read words correctly one moment, then can’t recognize the very same word a few lines later.

Struggles to read words correctly one moment, then can’t recognize the very same word a few lines later.

Avoids reading aloud or reading for fun, and seems to find it far more tiring than other schoolwork.

Avoids reading aloud or reading for fun, and seems to find it far more tiring than other schoolwork.

2. Spelling & Writing

Think about how your child spells and gets thoughts down on paper.

Spells the same word differently in different places, even within one piece of writing.

Spells the same word differently in different places, even within one piece of writing.

Writes letters or numbers backwards past the age when classmates have stopped (e.g., past age 7–8).

Writes letters or numbers backwards past the age when classmates have stopped (e.g., past age 7–8).

Spelling looks little like the actual word — sounds seem jumbled or missing, not just "close but wrong."

Spelling looks little like the actual word — sounds seem jumbled or missing, not just "close but wrong."

Written work is much shorter or simpler than what they can express out loud, as if writing gets in the way of their ideas.

Written work is much shorter or simpler than what they can express out loud, as if writing gets in the way of their ideas.

Finds copying from the board or a book unusually slow or error-prone.

Finds copying from the board or a book unusually slow or error-prone.

3. Sounds in Words (Phonological Awareness)

Think about how your child plays with and hears the sounds inside words.

Has trouble thinking of words that rhyme, or telling whether two words rhyme.

Has trouble thinking of words that rhyme, or telling whether two words rhyme.

Struggles to clap out or count the syllables in a word.

Struggles to clap out or count the syllables in a word.

Finds it hard to blend sounds together to make a word (e.g., hearing "c-a-t" and saying "cat").

Finds it hard to blend sounds together to make a word (e.g., hearing "c-a-t" and saying "cat").

Finds it hard to break a word apart into its sounds (e.g., saying "cat" is made of "c," "a," "t").

Finds it hard to break a word apart into its sounds (e.g., saying "cat" is made of "c," "a," "t").

Mixes up or mispronounces similar-sounding words (e.g., "aminal" for "animal," "pasketti" for "spaghetti") longer than peers.

Mixes up or mispronounces similar-sounding words (e.g., "aminal" for "animal," "pasketti" for "spaghetti") longer than peers.

4. Letters & Sounds

Think about how quickly and confidently your child names letters and their sounds.

Has trouble remembering the names of letters, even ones they’ve seen many times before.

Has trouble remembering the names of letters, even ones they’ve seen many times before.

Has trouble remembering which sound goes with which letter.

Has trouble remembering which sound goes with which letter.

Takes noticeably longer than classmates to recognize letters quickly and automatically.

Takes noticeably longer than classmates to recognize letters quickly and automatically.

Confuses letters that look alike (b/d/p/q) or sound alike (f/v, m/n) when reading or writing.

Confuses letters that look alike (b/d/p/q) or sound alike (f/v, m/n) when reading or writing.

5. Memory & Sequencing

Think about your child’s everyday memory for order, steps, and instructions.

Has difficulty following instructions with more than one or two steps.

Has difficulty following instructions with more than one or two steps.

Struggles to remember and recite sequences, such as days of the week, months, or the alphabet, in order.

Struggles to remember and recite sequences, such as days of the week, months, or the alphabet, in order.

Has trouble remembering a short list of items (e.g., three things to bring to school) without it being written down.

Has trouble remembering a short list of items (e.g., three things to bring to school) without it being written down.

Mixes up the order of events when retelling something that happened, even if they understood it at the time.

Mixes up the order of events when retelling something that happened, even if they understood it at the time.

Struggles with left and right, or with telling time on an analogue clock, longer than classmates.

Struggles with left and right, or with telling time on an analogue clock, longer than classmates.

6. Family History

Dyslexia often runs in families — this section is simple yes/no.

A parent, sibling, or close relative has (or had) diagnosed dyslexia.

A parent, sibling, or close relative has (or had) diagnosed dyslexia.

A parent, sibling, or close relative was described as a "slow reader," "struggled with spelling," or "hated reading" as a child.

A parent, sibling, or close relative was described as a "slow reader," "struggled with spelling," or "hated reading" as a child.

A parent, sibling, or close relative needed extra reading support at school, or still finds reading/spelling effortful as an adult.

A parent, sibling, or close relative needed extra reading support at school, or still finds reading/spelling effortful as an adult.

What Your Answers Might Suggest

This is a guide for reflection, not a scoring system or a diagnosis. Use it as a starting point for a conversation, not a verdict.

Mostly “rarely” / “no” across the board

Your child’s reading and writing development sounds broadly typical for their age. If a specific worry remains, it’s still worth mentioning to their teacher.

“Sometimes” / occasional “yes” in one or two categories

Some signs are showing up, but not strongly or widely. It’s worth keeping an eye on things and mentioning what you’ve noticed to your child’s teacher at your next check-in.

“Often” / “yes” across several categories

This pattern — signs showing up frequently and in more than one area (for example, reading, spelling, and sound awareness) — is a good reason to seek further support. Consider speaking with your child’s teacher or school SENCO/learning support staff, and ask about a referral for a specialist literacy or psychoeducational assessment.

A Final Word

Noticing these signs early does not mean something is “wrong” with your child — many bright, capable children learn to read differently and go on to thrive with the right support and teaching approach. This checklist exists to build awareness, not to label. If you’d like to talk through what you’ve noticed, your child’s classroom teacher, school learning support team, or a qualified literacy specialist are all good places to start.

This checklist is for educational and informational purposes only and is not a diagnostic instrument. It is not intended to replace a comprehensive evaluation by a qualified professional.