Common Characteristics
Most people with dyslexia will exhibit about 10 of the following common characteristics. These traits and behaviors can vary from day to day or minute to minute.
General:
Appears bright, highly intelligent and articulate, but is unable to read, write or spell at grade level.
Labeled lazy, dumb, careless, immature, “not trying hard enough”, or “behavior problem.
“Isn’t “behind enough” or “bad enough” to be helped in school setting.
High in IQ, yet may not test well academically; tests well orally, but not in writing.
Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school, reading and/or testing.
Talented in art, drama, music, sports, mechanics, story telling, sales, business, designing,
building or engineering.
Seems to “zone out” or daydream often; gets lost easily or loses track of time.
Difficulty sustaining attention - seems “hyper” (hyperactive and/or hypoactive).
Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.
Vision, Reading and Spelling:
Complains of dizziness, headaches and stomach aches while reading.
Confused by letters, numbers, words, sequences or verbal explanations.
Reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and/or words.
Complains of feeling or seeing nonexistent movement while reading, writing or copying.
Seems to have difficulty with vision, yet eye exams don’t reveal a problem.
Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
Reads and rereads with little comprehension.
Spells phonetically and inconsistently.
Hearing and Speech:
Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
Difficulty putting thoughts into words; speaks in halting phrases;
Leaves sentences incomplete; stutters under stress; mispronounces long words or transposes phrases, words, and syllables when speaking.
Writing & Motor Skills:
Trouble with writing or copying; pencil grip is unusual; handwriting varies and is often
illegible.
Clumsy, uncoordinated, poor at ball or team sports, difficulties with fine and/or gross motor skills and tasks; prone to motion sickness.
Can be ambidextrous and often confuses left/right, over/under.
Math & Time Management:
Has difficulty telling time, managing time, or being on time.
Has difficulty learning sequenced information and/or tasks.
Computing math shows dependence on finger counting and other tricks; knows answers,
but can’t do it on paper.
Can count, but has difficulty counting objects and dealing with money.
Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.
Memory and Cognition:
Excellent long-term memory for experiences, locations and faces.
Poor memory for sequences and inexperienced facts and information.
Thinks primarily with images and feeling, not with the sounds of words (little internal
dialogue).
Behavior, Health, Development & Personality:
Extremely disorderly or compulsively orderly.
Can be class clown, troublemaker, or too quiet.
Had early or late developmental stages (talking, crawling, walking, tying shoes).
Prone to ear infections; sensitive to foods; additives and chemical products.
Can be extra deep or light sleeper; bed wetting beyond appropriate age.
Unusually high or low tolerance for pain.
Strong sense of justice, emotionally sensitive, strives for perfection.
Mistakes and symptoms increase dramatically with confusion, time pressure, emotional
stress or poor health.
Copyright® 1992 by Reading Research Council Reprinted with Permission
