Warning Signs of Dyslexia

Dyslexia Risk

This screener helps identify potential risk factors for dyslexia and related reading difficulties. It is not a diagnosis. Results help determine whether your child may benefit from a full evaluation or structured-literacy support. Scoring note: Core Risk Factors responses are weighted x2 and Associated Signs responses are weighted x1 when computing the Dyslexia Risk total.
I understand this tool does not diagnose dyslexia and is used for educational screening purposes only.
Student's Name

First NameLast Name
Parent(s) Name or Guardians

First NameLast Name
Parent/Guardian Name
Email
Phone Number
School
Student Grade
Student Date of Birth

MonthDayYear
Date
Referred by:
Optional
Family History
Language(s) spoken at home:
Optional
Family history of reading difficulties? Parents, siblings, grandparents with reading difficulties, dyslexia, ADHD?

Other
Previous support:

Other
Concerns noticed since:

Other
Has your child had reading tested at school?

Other
Core Risk Factors

Answer to the best of your knowledge and ability. 0=Never, 1=Sometimes, 2=Often, 3= Always

Difficulty breaking words into sounds (ex: c- a-t)

	0	1	2	3

0 is Never, 3 is Always

Difficult difficulty blending sounds into words

	0	1	2	3

0 is Never, 3 is Always

Confuses similar sounds (f/th, b/p, t/d)

	0	1	2	3

0 is Never, 3 is Always

Struggles(d) to remember similar sounds

	0	1	2	3

0 is Never, 3 is Always

Struggles(d) to learn to remember sight words or irregular words

	0	1	2	3

0 is Never, 3 is Always

Guesses words based on the first letter or picture

	0	1	2	3

0 is Never, 3 is Always

Avoids reading aloud

	0	1	2	3

0 is Never, 3 is Always

Slow, effortful reading, especially compared to peers

	0	1	2	3

0 is Never, 3 is Always

Struggles with multisyllabic words

	0	1	2	3

0 is Never, 3 is Always

Difficulty reading nonsense words (lat, mig, trab)

	0	1	2	3

0 is Never, 3 is Always

Spells phonetically, but inconsistently

	0	1	2	3

0 is Never, 3 is Always

Consistently inconsistent with reading/spelling

	0	1	2	3

0 is Never, 3 is Always

Mixed letter sequences (bried for bride)

	0	1	2	3

0 is Never, 3 is Always

Frequent letter reversals beyond 2nd grade

	0	1	2	3

0 is Never, 3 is Always

Difficulty writing clear organized sentences

	0	1	2	3

0 is Never, 3 is Always

Core Signs Calculation
Associated Signs

Late to talk

	0	1	2	3

0 is Never, 3 is Always

Difficulty remembering nursery rhymes

	0	1	2	3

0 is Never, 3 is Always

Struggles following multi-step directions

	0	1	2	3

0 is Never, 3 is Always

Problems retrieving words ("tip of the tongue")

	0	1	2	3

0 is Never, 3 is Always

Difficulty memorizing math facts

	0	1	2	3

0 is Never, 3 is Always

Slow recall of days, months, left/right

	0	1	2	3

0 is Never, 3 is Always

Needs instructions repeated

	0	1	2	3

0 is Never, 3 is Always

Becomes easily overwhelmed by schoolwork

	0	1	2	3

0 is Never, 3 is Always

Avoids reading and writing tasks

	0	1	2	3

0 is Never, 3 is Always

Homework takes unusually long

	0	1	2	3

0 is Never, 3 is Always

Difficulty staying organized (desk, backpack, materials)

	0	1	2	3

0 is Never, 3 is Always

Low confidence about school

	0	1	2	3

0 is Never, 3 is Always

Associated Signs Calculation
Other signs based on educational age
In Preschool

Other
In Elementary School

Other
In High School: All of the above plus:

Other
In Adults: Education history similar to above, plus:

Other
Oral reading fluency:
If known
Decoding test results:
If known
Teacher comments:
If known
Previous testing results:

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Other Details or comments:
Total Risk Calculation
Total Risk Score
Low Risk -Your responses currently show a lower level of indicators commonly associated with dyslexia risk. At this time, your child’s patterns appear mild, but it’s still important to continue monitoring reading, spelling, writing, and overall confidence with school over time. Many children develop skills at different rates, and early support and awareness can make a meaningful difference. Continuing to read together, build language-rich experiences, and stay connected with teachers are all wonderful ways to support growth. If concerns become more noticeable or persistent, it may be helpful to take a closer look or seek additional support in the future.
Mild Risk- Based on your responses, your child is currently showing mild indicators associated with dyslexia. This is not a diagnosis, but it suggests monitoring and early support could be beneficial. Consider building strong language and reading habits through shared reading, conversation, and exposure to a variety of books and experiences. If patterns persist or new concerns arise, a closer look may be helpful.
High Risk - Your responses suggest your child is showing indicators that can be associated with dyslexia. This does not mean there is a diagnosis—but it does mean it’s worth paying closer attention. Early, targeted support can make a significant difference; consider monitoring patterns, adding targeted reading support, or consulting a specialist to plan next steps.
Very High Risk - Your responses show multiple indicators commonly associated with dyslexia risk. While this is not a diagnosis, it is a strong signal that your child may benefit from a comprehensive evaluation and targeted, evidence-based reading support. We recommend pursuing a tailored plan and considering immediate interventions to build skills and confidence.
Should be Empty:

Dyslexia Risk

Family History

Core Risk Factors

Associated Signs

Other signs based on educational age