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Signs of Dyslexia
in Primary School and Secondary School Aged Children

In a world where comparisons are drawn constantly and milestones, learning targets and results often dominate both the education and health system, it can seem scary and intimidating if your child isn’t meeting these or isn’t progressing on the same trajectory as their peers.

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​However, it is likely there is a reason for this. Did you know that 10% of the population are dyslexic? A large proportion of this 10% are undiagnosed and may be sitting in a classroom, or reflecting on their education wondering why they seem to find it so difficult and everyone else doesn’t.

It is important to note that a diagnostic assessment is needed for a formal diagnosis of dyslexia; it is not as simple as looking at a checklist, but persistence of a number of factors mentioned below, may suggest that it might be worth investigating further. 

Dyslexia is not a ‘one size fits all’ learning difficulty and what some dyslexic individuals may find easy, others may find a challenge. It exists on a continuum across a range of intellectual abilities. In early years, children may mask their difficulties and therefore signs may be missed and symptoms can change over time dependent on environmental factors, curriculum demands and expectations. Dyslexic individuals are often described as having a ‘spiky profile’ which is a term that means there are areas of strength along with weaknesses. 

Listed below are a number of potential indicators which could suggest that there are signs of dyslexia:

Indicators of dyslexia for primary school children

  • Difficulty with reading and spelling

  • Trouble remembering times tables and the alphabet

  • Poor concentration 

  • Uses work avoidance tactics 

  • Is excessively tired 

  • Difficulty with tying shoe laces and getting dressed 

  • Confuses left and right, and seems to have a poor sense of direction 

  • Needs to have instructions repeated and struggles if there is more than one part to the instruction 

  • Poor personal organisation and time keeping 

  • Memory difficulties

  • Low self esteem 

  • Some days are much better than others for no apparent reason

  • Difficulty with sequences- this could include days of the week, months of the year, numbers 

Specific indicators of dyslexia for secondary school children

  • Confusion over places/ times/ dates

  • Difficulty (which can lead to stress) with planning and writing essays

  • Notable areas of strength as well as weaknesses 

  • Difficulty using a dictionary 

  • Difficulties making notes or copying from the board 

  • Misinterpreting exam questions 

Indicators of dyslexia related to reading:

  • No or little expression when reading

  • Difficulties when blending letters together 

  • Hesitant to read aloud 

  • Misses out words when reading or adds in extra words

  • Difficulties comprehending what they have read and finds it hard to summarise what they have read

Indicators of dyslexia related to writing:

  • Letter and number reversal when writing

  • When spelling, the letters are jumbled in the wrong order or missed out

  • Confusion over letters which look similar 

  • Written work takes a long time and may not match their oral and spoken ability- appearing simpler when written

  • Written work may be messy with lots of crossing out and many attempts at spelling the same word 

  • The same word spelt a number of different ways in the same piece of writing 

  • Difficulty with punctation and grammar 

If after reading this, you recognise a number of these difficulties, please do not panic. Identification is always best as then it can help your child access the support they need. Considering and booking in an assessment would be advisable as further investigations can then be made. Your child may be dyslexic, or there may be other reasons but an assessment will help to identify strengths and weaknesses, along with providing recommendations of support. 

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