Children can display signs of dyslexia from an early age - as young as 3 or 4 years old - but it is usually not formally identified until the age of 6 or 7.

• Seems bright in some ways but unexpectedly struggles in others
• Other members of the family have similar difficulties
• Has problems carrying out three instructions in sequence
• Struggles to learn sequences such as days of the week or the alphabet
• Is a slow reader or makes unexpected errors when reading aloud
• Often reads a word, then fails to recognise it further down the page
• Struggles to remember what has been read
• Puts letters and numbers the wrong way: for example, 15 for 51, b for d or “was” for “saw”
• Has poor handwriting and/or struggles to hold the pen/pencil correctly and/or learn cursive writing
• Spells a word several different ways
• Appears to have poor concentration
• Struggles with mental arithmetic or learning times tables
• Seems to struggle with maths and/or understanding the terminology in maths: for example, knowing when to add, subtract or multiply
• Has difficulties understanding time and tense
• Confuses left and right
• Can answer questions orally but has difficulties writing the answer down
• Has trouble learning nursery rhymes or songs
• Struggles with phonics and learning the letter-to-sound rules
• Seems to get frustrated or suffers unduly with stress and/or low self-esteem
• Struggles to copy information down when reading from the board
• Needs an unexpected amount of support with homework and struggles to get it done on time
• Is excessively tired after a day at school

Many older children and adults will remember having similar difficulties to those listed on the previous page. Some may still apply, whilst additional issues for older children through to adulthood might include:

• Difficulties taking notes, planning and writing essays, letters or reports
• Struggles with reading and understanding new terminology
• Quality of work is erratic
• Difficulties revising for examinations
• Struggles to communicate knowledge and understanding in exams
• Feels that the effort put in does not reflect performance or results
• Forgets names and factual information, even when familiar
• Struggles to remember things such as a personal PIN or telephone number
• Struggles to meet deadlines
• Struggles with personal organisation (finances/household, arrives at lessons with the wrong books, forgets appointments)
• Difficulties filling in forms or writing cheques
• Only reads when necessary and never for pleasure
• Develops work avoidance tactics to disguise difficulties and/or worries about being promoted/taking professional qualifications
• Difficulties become exacerbated when under pressure of time.