iReading TUTOR, the best online dyslexia tutors - Common Signs of Dyslexia

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

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