Common Signs of Dyslexia in 2nd grade - High School:
Common Signs of Dyslexia in 2nd grade - High School
By Yale University
https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
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 to him
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
Remember: reading skills can improve substantially at any age, but the most successful results occur when an intervention is started between pre-K and 2nd grade.
