{"id":8598,"date":"2019-08-01T11:42:56","date_gmt":"2019-08-01T11:42:56","guid":{"rendered":"https:\/\/simplyhealth.io\/?p=8598"},"modified":"2021-06-17T18:08:25","modified_gmt":"2021-06-17T18:08:25","slug":"16-most-usual-signs-of-dyslexia-in-children-and-adults","status":"publish","type":"post","link":"https:\/\/simplyhealth.io\/16-most-usual-signs-of-dyslexia-in-children-and-adults\/","title":{"rendered":"16 Most Usual Signs of Dyslexia in Children and Adults"},"content":{"rendered":"\n
\"\"<\/figure><\/div>\n\n\n\n

A learning disorder that involves a profound or partial difficulty or inability in reading, dyslexia can affect people of all ages, given that it is typically something that affects a person for their whole life. <\/p>\n\n\n\n

Dyslexia describes the condition whereby people find it hard to identify speech sounds, as well as finding it hard to learn how and when these speech sounds relate to written letters and words. This prevents proper and consistent decoding of words, meaning that the skill of reading is incredibly difficult to master and maintain.<\/p>\n\n\n\n

Dyslexia affects the part of the brain that processed language. It is usually the case that people with dyslexia have normal intelligence and normal vision, and specialized adaptations in school facilities and work environments can mean that people with dyslexia are able to function perfectly well. <\/p>\n\n\n\n

There are several fairly common signs of dyslexia in children and adults which make it identifiable.<\/p>\n\n\n\n

1. Late talking<\/h3>\n\n\n\n

This is obviously one of the signs of dyslexia <\/a>that is most commonly observed in children. Late talking can sometimes just be attributed to a child picking things up at a slower pace than they might\u2019ve been expected to, but it can also be a tell-tale sign of dyslexia. <\/p>\n\n\n\n

For the first two years of a child\u2019s life, they may prefer to acknowledge and respond to questions and instructions with gestures and actions as opposed to language, and this reluctance to experiment with language can often signpost that a child is struggling to make the neural connections with understanding speech and producing speech. <\/p>\n\n\n\n

Speech and language therapists can help to address these early problems with therapy and clinics, but it is often the case that a person with dyslexia will simply take longer than their peers to develop language and start talking. <\/p>\n\n\n\n

Usually, however, it isn’t the speech that ends up being the main area of concern for someone with dyslexia. <\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

2. Learning new words slowly<\/h3>\n\n\n\n

Sometimes in early childhood, the utterance of those first few words can be like the opening of a flood gate for language<\/a>. The first few words are often followed by many more, as a person realizes that the connections they are making in their brain are meaningful and that the language they produce is useful in building relationships and helping them to fulfill their basic needs. <\/p>\n\n\n\n

For someone with dyslexia, however, the acquisition of new words can be just as difficult as actually producing the first few words that are spoken altogether. This, as we have already mentioned, is due to the fact that the part of the brain which facilitates language is affected by the condition. <\/p>\n\n\n\n

It can be a frustrating time for parents with young children, as the diagnosis of dyslexia is rarely made before a child has attended school for at least a couple of years. Early diagnosis could lead to better and more targeted early interventions.<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

3. Problems forming words correctly<\/h3>\n\n\n\n

Reversing sounds heard in isolation or as part of a word can be a sign of dyslexia in young children. This is all due to how the child hears the word or sound in the first place being misinterpreted by the brain and then subsequently reproduced inaccurately as speech<\/a>. <\/p>\n\n\n\n

A common way of testing for dyslexia is by asking a child to repeat certain words or speech sounds after having been read them aloud. If a child struggles with this activity, there is a good sign that they aren\u2019t actually hearing or processing the sound correctly in the first place, meaning that they are then unable to reproduce it accurately and effectively. <\/p>\n\n\n\n

In young children, this can often be overlooked as it tends to appear to be a quite acute or twee attribute of young children, making it even harder to diagnose and remedy effectively. Forming words correctly for a young child is hard enough without dyslexia complicating things.<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

4. Reading well below the expected level for age<\/h3>\n\n\n\n

When a child starts school, it can become a lot easier to check, test, and diagnose <\/a>them for dyslexia, given that they are able to access a lot more support and are subject to more stringent and rigorous testing methods. <\/p>\n\n\n\n

If a child is reading well below the expected level for their particular age, one of the first things that they may be tested for is dyslexia, making early reading checks and tests vitally important in schools. <\/p>\n\n\n\n

Having a wider demographic to compare children to can often seem daunting, nonspecific, and even a little irrelevant, but it can help to set a benchmark and provide a baseline from which assessments can be made. If a child is reading well below their expected level, there are things that can be put in place to help them. <\/p>\n\n\n\n

These access arrangements can be significantly differentiated and often bespoke when it comes to helping a child with dyslexia, and so being aware of and keeping an eye out for the early signs is very useful and important too.<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

5. Problems remembering the sequence of things<\/h3>\n\n\n\n

Interestingly, a child in school may not be suspected of having dyslexia because of anything to do with reading at all. Sequencing or a partial or complete lack of understanding of sequencing can indicate that a person is dyslexic too. <\/p>\n\n\n\n

If a child continuously displays an unawareness of sequencing, by regularly putting their clothes on in the wrong order, for instance, this can indicate dyslexia as the structure and sequence needed to build things like pattern, rhythm, and language <\/a>is obviously found to be partially or fully lacking. <\/p>\n\n\n\n

Story sequences are often used to ascertain whether or not a person has dyslexia, as seeing whether or not a child can structure the details of a familiar story effectively or not can be a great way of checking whether they have dyslexia or dyslexic tendencies. <\/p>\n\n\n\n

An intervention that speech and language therapists often use for dyslexic children is to get them to work with story sequence cards and to put them in the right order.<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

6. Problems spelling<\/h3>\n\n\n\n

Probably the most well-known sign of dyslexia in adults and children for that matter is the problem they may face when spelling<\/a>. Being unable to spell does not necessarily mean that a person has dyslexia for certain, but it can mean that further investigation is necessary or at least a good idea to check whether or not dyslexia could be the reason behind a person’s inability to spell. <\/p>\n\n\n\n

The patterns and rules associated with spelling, which help the majority of people learn and reproduce words, are things that don’t come naturally to people with dyslexia, meaning that every single word they write or try and spell out loud becomes something altogether much more difficult and different to every other word. <\/p>\n\n\n\n

Lacking an understanding or appreciation of patterns and rules associated with spelling can make spelling basic words difficult and tricky words almost impossible. The next time someone tells you that they’re useless at spelling, ask them if they\u2019ve been checked for dyslexia!<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

7. Avoiding activities that involve reading<\/h3>\n\n\n\n

It’s quite amazing the lengths that people will go to when it comes to avoiding reading. The stigma that surrounds the inability to read can often lead people to feel embarrassed by their difficulties, hiding them away as opposed to seeking support with them. <\/p>\n\n\n\n

This isn’t fair at all and it should be commonplace for people with dyslexia <\/a>to expect to see their needs met by the world around them. This is improving but is far from guaranteed, anywhere in the world. Avoiding reading can mean that awkward situations are avoided, but it can also mean that the problem lies unaddressed, ultimately making it worse. <\/p>\n\n\n\n

Avoiding reading altogether means that it is unlikely a person will get much practice, and even less likely that they\u2019ll get the support which could enable them to be successful. There are so many things that can support dyslexic people, such as acetate sheets and dictation devices.<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

8. Trouble learning a foreign language<\/h3>\n\n\n\n

For adults<\/a>, this can be especially hard to recognize as a\u00a0 sign of dyslexia, given that learning a new language is incredibly difficult even for people without dyslexia. For people with dyslexia, even reading and writing in their native language can seem like learning a foreign language, and so the acquisition of a genuine foreign language can often seem like a complete impossibility. <\/p>\n\n\n\n

The difficulty these people have with things like structure, patterns, and sequencing are tenfold when placed into the context of a completely different language with its completely different families and patterns. As learning a new foreign language is difficult for absolutely everybody and anybody, this sign is a tough one to pin down as being down to dyslexia. <\/p>\n\n\n\n

Identifying dyslexia in children and adults is becoming easier it has to be said, meaning that the facilities to support people with dyslexia are becoming more advanced and more accessible too. Public schools are required by law to identify and provide services for these students.<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

9. Difficulty in Finding the Right Words to Answer Questions<\/h3>\n\n\n\n

Both children and adults who are suffering from dyslexia, experience this symptom of the condition. Individuals with dyslexia that have to field questions on the spot may find that they experience difficulty in selecting the right words when answering the question. When the brain is in a heightened stress <\/a>response due to pressure to answer a question, the affected individual finds that they cannot grasp the correct words.<\/p>\n\n\n\n

As a result, they often either speak the wrong word or refrain from answering as the brain gets \u201cstuck\u201d on the correct word for the situation. The symptom is exceptionally frustrating for these individuals, and they may find that they withdraw from social situations where people ask them questions.<\/p>\n\n\n\n

The situation may also exacerbate if people ask them multiple questions in a row or they have to field questions from various people. The patient may find that they can answer the questions at a later stage during the day when the stress of the situation subsides.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

10. Problems Processing and Understanding Spoken Language<\/h3>\n\n\n\n

People who are dealing with dyslexia may experience issues with processing language. This deficit and comprehension lead them to withdraw in situations where they have to speak fluently. It may be especially hard for the affected individual to listen to someone speak that’s talking at a fast pace. In this situation, the affected individual may feel like they are missing out on large segments of the presentation.<\/p>\n\n\n\n

If you are speaking to a dyslexic individual, you must speak slowly and clearly. Check their face for visual cues to ensure that they understand what you are saying.\u00a0The affected individual may also start to exhibit facial signals of anxiety <\/a>or confusion, such as wrinkling their forehead or the furrow between the nose,\u00a0as well as slightly closing their eyelids. This situation typically occurs because they are trying to understand what you are saying.<\/p>\n\n\n\n

The affected individual may have missed out on a key part of what you are saying, and they are exhibiting this behavior in an attempt to comprehend the rest of your sentences.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

11. Spending Unusually Long Periods on Writing or Reading Tasks<\/h3>\n\n\n\n

People were suffering from the effects of dyslexia may find it very challenging to complete reading or writing tasks. These individuals may fall behind their peers in class in these sorts of functions. It takes dyslexic individuals longer to comprehend the meaning of questions and sentences. As a result, they may have to reread a sentence multiple times to gain an understanding of the topic.<\/p>\n\n\n\n

Some individuals may experience extreme distress due to this part of the disorder. Some individuals may also read the sentence multiple times and still fail to understand the meaning of the question. Dyslexic individuals may also experience similar effects when writing. They may take longer than their classmates to formulate sentences on paper or type them on a keyboard.<\/p>\n\n\n\n

Both of these issues dramatically reduce the affected individual’s capacity to learn new information. As a result, they may need to attend a special needs school where specialized teachers can help them overcome their learning\u00a0disabilities<\/a>.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

12. Difficulty Summarizing Stories<\/h3>\n\n\n\n

People who are suffering from the effects of dyslexia <\/a>may also have problems with summarising the work they read. If a teacher were to gives a dyslexic individual a book report, where they have to summarise the contents of a chapter or the entire book,\u00a0the affected individual might struggle with the task. As a result, they leave out critical points in the book, or they may not turn in any work at all, due to their inability to comprehend.<\/p>\n\n\n\n

When a dyslexic individual reads the book, they may comprehend a few sentences at a time, and if they have assistance, then their comprehension will improve. However, if they summarise what they learn without help from a teacher, they will struggle to put their thoughts down onto paper. As a result, the individual may find it challenging to complete homework.<\/p>\n\n\n\n

Teachers should watch out for these signs of miscomprehension or lack of understanding in their students, as it’s a clear sign of dyslexia.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

13. Difficulty with Math Problems<\/h3>\n\n\n\n

People who are suffering from the effects of dyslexia are not only limited to the comprehension of language. These individuals may find it just as challenging to try and comprehend math problems. The numbers and formulas associated with math are confusing for many dyslexic individuals. The individual may misplace numbers or switch them around in a formula, without understanding why they do such behavior<\/a>.<\/p>\n\n\n\n

As a result, the individual will fall behind in math class relatively quickly compared to the rest of their peers. Teachers should find it easy to identify dyslexic individuals in math class, as they often show signs of boredom and confusion. If the teacher puts them on the spot and asks them a problem, then they often break down and show symptoms of anxiety.<\/p>\n\n\n\n

Very few people with dyslexia can handle math class past the fifth grade. As the problems get harder to solve, the dyslexic individual quickly becomes lost, and out of their depth compared to other students in the class.<\/p>\n\n\n\n

Oftentimes the math difficulty lies with reading word problems. However, there are dyslexics who do experience problems with math in general with no reading issues, sometimes it is both.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

14. Challenges with Memorizing Work<\/h3>\n\n\n\n

One of the hallmarks of dyslexia is a disruption in memory <\/a>when trying to learn new concepts or ideas. The student may experience severe challenges with memorizing their work, especially for an exam or test. Dyslexic individuals do not perform well under pressure in situations where they feel out of their depth. As a result, the individual may perform very poorly in test conditions when compared to their classmates.<\/p>\n\n\n\n

People with dyslexia require the assistance of tutors when memorizing new work for exams. They may also require assistance during the actual exam to help them put their thoughts onto paper. As a result, many special schools conduct oral exams for their students that are dealing with the effects of dyslexia.<\/p>\n\n\n\n

This scenario also affects adults that have to learn new information on their job. If the person has to learn processes in a system, they may struggle to retain the information, resulting in the missing steps in the process.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

15. Mispronouncing words or Names<\/h3>\n\n\n\n

It’s common for people with dyslexia to mispronounce names or words when speaking or addressing other people. Dyslexic people may turn around the first and last letters of the person’s name, without any intention to do so when they start to speak. It’s more common for these individuals to mispronounce names that are lengthy or that have similar-sounding letters at the beginning and the end of the name.<\/p>\n\n\n\n

If you are speaking to someone and you notice this occurrence,\u00a0it may be due to dyslexia. Ask the person if they have received treatment or therapy to help them process language<\/a>. Dyslexic individuals may require extensive occupational and speech therapy to help them deal with the pronunciation of\u00a0words or names.<\/p>\n\n\n\n

Dyslexia is common in both children and adults of all ages, and both sexes. In many cases, it may take the person a long time to learn how to pronounce these names or words correctly. In some cases, the patient may never be able to get it right.
<\/p>\n\n\n\n\n\n\n\n

\"\"<\/figure><\/div>\n\n\n\n

16. Difficulty Reading Aloud<\/h3>\n\n\n\n

Patients with dyslexia may also have issues with reading aloud. Affected individuals may find that they frequently stumble over many different words. If you ask them to read back to you what they just read, then they may not be able to do so, as the brain <\/a>is unable to comprehend the language. These\u00a0individuals may also experience gaps in the memory between words that they do not understand, missing out on large segments of a story when they report on what they read.<\/p>\n\n\n\n

This scenario is a common sign of dyslexia in both children and adults, and it starts at an early age. The symptom may also be incredibly frustrating for adults that need to make presentations at work. In most cases, the affected individual requires language and speech therapy to help them overcome this disability. In some cases, their individual may never be able to read out loud, without stumbling or confusing words.<\/p>\n\n\n\n

Teachers must pick up the symptom of dyslexia early on in the child’s life. In doing so, they can receive the necessary therapy to help them overcome their disability. Children should be identified by the end of Kindergarten in order to obtain the optimal accommodations and resources to ensure equity and help keep pace with their peers.<\/p>\n\n\n\n\n\n\n\r\n

<\/div>