| Even before your child enters school, some | | | | * Difficulty learning cursive |
| markers may indicate the presence of a | | | | |
| reading disorder. The sooner your child can | | | | * Slow, choppy, inaccurate reading-guesses |
| receive specialized instruction in the area | | | | or skips |
| of reading, the more progress he will make | | | | |
| with less intervention. Many things can be | | | | * Misreads easier words- but able to get |
| done in the home as well as school setting, | | | | difficult |
| such as word games and songs. Research has | | | | |
| shown that if a child does not receive | | | | * Trouble remembering sight words |
| adequate help before he reaches 3rd grade, he | | | | |
| will likely struggle until high school or | | | | * School resistance- different from school |
| even beyond. Take a look at these informal | | | | phobia |
| signs of dyslexia to help you determine | | | | |
| whether your child should receive a reading | | | | * overwhelmed by long reading passages |
| evaluation. | | | | |
| | | | * Self-esteem deterioration: usually by |
| Warning Signs of Dyslexia | | | | 2nd-3rd grade |
| | | | |
| Preschool | | | | * Behaviors consistent with ego salvation |
| | | | ("learned helplessness", cheating, guessing, |
| * Difficulty naming (word retrieval | | | | |
| difficulties) | | | | separating self from reading/schoolwork) |
| | | | |
| * Difficulty rhyming | | | | For many children, reading eventually "clicks |
| | | | in" and the child is able to master the |
| * Difficulty with phonemes (take the | | | | reading code. For others, however, reading |
| "c" off of cat) | | | | remains slow and labored, and eventually |
| | | | becomes something that he avoids at all |
| * Mixing up the sounds & syllables | | | | costs. This has horrific repercussions as |
| | | | they transcend through the grades, as reading |
| Elementary School | | | | to learn takes over. The difference in the |
| | | | amount of reading that children with dyslexia |
| * Dysfluency | | | | engage in and those that don't is remarkable. |
| | | | The best way to avoid this educational |
| * Slow, non-automatic handwriting | | | | tragedy is to have your child tested as early |
| (dysgraphia) | | | | as possible to receive the intervention they |
| | | | need. |