iReading TUTOR, the best online dyslexia tutors - Common Signs of Dyslexia
Updated: Dec 3, 2022
If your child is exhibiting the following characteristics of dyslexia, we are the best dyslexia tutors to increase their proficiency with reading, spelling and writing:
Dyslexia is also labeled Specific Learning Disability on our US public schools Individual Education Plans or on a private pscyho - educational evaluation as an Impairment in Reading from the DSM-5 (used by testing psychologists to determine disorders). We provide the best online and in-home dyslexia tutors to increase your child's reading instruction- iReading TUTOR Orton-Gillingham certified Dyslexia Specialists will utilize explicit, multi-sensory, structured literacy to raise your child's confidence, increase their decoding(sounding out words), spelling and reading comprehension.
The Preschool Years
Trouble learning common nursery rhymes, such as “Jack and Jill”
Difficulty learning (and remembering) the names of letters in the alphabet
Seems unable to recognize letters in his/her own name
Mispronounces familiar words; persistent “baby talk”
Doesn’t recognize rhyming patterns like cat, bat, rat
A family history of reading and/or spelling difficulties (dyslexia often runs in families)
© Sally Shaywitz, Overcoming Dyslexia, p. 122
Kindergarten & First Grade
Difficulties
Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog
Does not understand that words come apart
Complains about how hard reading is; “disappears” when it is time to read
A history of reading problems in parents or siblings
Cannot sound out even simple words like cat, map, nap
Does not associate letters with sounds, such as the letter b with the “b” sound
Strengths
Curiosity
Great imagination
Ability to figure things out; gets the gist of things
Eager embrace of new ideas
A good understanding of new concepts
Surprising maturity
A larger vocabulary than typical for age group
Enjoys solving puzzles
Talent for building models
Excellent comprehension of stories read or told to him
© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123
Second Grade through High School Reading
Very slow in acquiring reading skills. Reading is slow and awkward
Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word
Doesn’t seem to have a strategy for reading new words
Avoids reading out loud
Speaking
Searches for a specific word and ends up using vague language, such as “stuff” or “thing,” without naming the object
Pauses, hesitates, and/or uses lots of “um’s” when speaking
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
Mispronunciation of long, unfamiliar or complicated words
Seems to need extra time to respond to questions
School and Life
Trouble remembering dates, names, telephone numbers, random lists
Struggles to finish tests on time
Extreme difficulty learning a foreign language
Poor spelling
Messy handwriting
Low self-esteem that may not be immediately visible
Strengths
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 tohim
The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks
Improvement as an area of interest becomes more specialized and focused—and a miniature vocabulary is developed that allows for reading in that subject area
A surprisingly sophisticated listening vocabulary
Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing
© Sally Shaywitz, Overcoming Dyslexia, pp. 123–125
