Exploring Age-Related Characteristics of Dyslexia: A Guide for Educators
After many years of an arguably “hidden” status in schools, dyslexia has emerged as a critical concern in education thanks to parental advocacy and because of dyslexia’s far-reaching implications for a child’s well-being and educational success. However, while awareness and recognition have increased, dyslexia may still go unidentified or misidentified in elementary school classrooms.
As a speech-language pathologist (SLP), assessment professional, and parent, I’ve gained an acute appreciation for dyslexia and all the learning I’ve gathered over the decades from research, practice, and individuals/families. Yet, I continue to learn that many professionals still may not be comfortable identifying common symptoms which indicate the need for assessment and will open the door to effective support and growth.
As educators settle into their routines with the new school year well underway, I think daily about supporting teachers who often notice behaviors and student performance before anyone else. While I encourage all my fellow SLPs to step into the classroom and listen to teacher assessments often, I also want to encourage our classroom teacher colleagues (and the rest of the educational team). Here are some of the indicators that can help identify students who may have dyslexia so they can get the support they need to succeed in school and beyond.
Early warning signs of dyslexia in pre-readers
Think you have to wait until reading instruction to identify dyslexia? You don’t — remember that dyslexia is all about language, and language begins at birth. A fellow SLP’s comment comes to mind often, “When a student of mine gets diagnosed [with dyslexia] at age 8, I think to myself, ‘I knew about this student at age 3.’” Look to your early childhood/preschool SLPs, and you will find some of your students with dyslexia in their early language stages. Assessment comes in a lot of forms — use them all!
While not every symptom may be present, Pearson’s Dyslexia Toolkit highlights difficulties with writing the alphabet and phonics/letter knowledge as common flags that could indicate a need for further evaluation.
Early warning signs of dyslexia in emerging readers and beyond
As students continue their school careers, and reading becomes a foundational component of all their efforts, the effects of dyslexia will become more pronounced. Again, remember language is the foundation of reading and writing (find your SLP during your prep time and get all your language — listening, speaking, reading, and writing — questions answered!). As indicated in the Dyslexia Toolkit, here are some indicators to watch for:
- They have trouble with word reading and decoding.
- They struggle with reading fluency, spelling, and written expression.
- Their reading comprehension is worse (comparatively) than listening comprehension.
Guiding the next steps for supporting students with dyslexia
It bears repeating that dyslexia does not define a student’s potential. Students who may have dyslexia are individuals with diverse talents, dreams, and areas of interest. I’ll encourage my classroom teacher colleagues as they often encourage one another — a bit of observation and detective work can show the gifts of any student!
One aspect to note is that not all struggling readers have dyslexia. For instance, a student with attention deficit hyperactivity disorder (ADHD) or a multilingual student as an English language learner (ELL) might struggle with reading fluency, which can lead to some thinking they have dyslexia. Additionally, learning gaps or lack of reading practice can masquerade as dyslexia. Good assessment practices tease out the truth, which leads to good recommendations and good instruction/intervention.
It’s always better to err on the side of caution and raise a flag if you suspect a student might be showing signs of dyslexia. Never forget that early intervention can make a profound difference in their educational experience. Don’t wait and do trust your observations. If you are unsure, again, call up a colleague — I recommend your SLP or another reading expert.
An even more effective route than identifying students on a case-by-case basis is to consider universal dyslexia screening. A screener is a brief measure that’s designed to quickly indicate those who may be at risk so they can receive more intensive assessment. Implementing a universal screener is an equitable path to ensuring all students receive the assistance they need.
No matter how your school conducts screening, it’s critical to grasp the importance of early diagnosis in creating an inclusive and empowering environment that supports all learners.
We know how much educators have on their plate in the modern classroom, which is why Pearson has developed a rich toolkit, training and other free resources to help shine a light on dyslexia. For more information, visit our Dyslexia Resource Center and Dyslexia Toolkit.