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.
I understand this tool does not diagnose dyslexia and is used for educational screening purposes only.

Yes
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?

YesNoUnsureOther
Previous support:

Reading TutorSpeech Language TherapyIEP504 PlanRetained a gradeNoneOther
Concerns noticed since:

PreschoolEarly Elementary (k-2)Later Elementary (3-5)Middle SchoolRecentlyOther
Has your child had reading tested at school?

Yes- Below Grade LevelYes- At or Above Grade LevelNoUnsureOther
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

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

Other signs based on educational age
In Preschool

delayed speechmixing up the sounds and syllables in long wordschronic ear infectionssevere reactions to childhood illnessesconstant confusion of left versus rightlate establishing a dominant handdifficulty learning to tie shoestrouble memorizing their address, phone number, or the alphabetcan't create words that rhymea close relative with dyslexiaOther
In Elementary School

dysgraphia (slow, non-automatic handwriting that is difficult to read)letter or number reversals continuing past the end of first gradeextreme difficulty learning cursiveslow, chopping inaccurate reading: guessing based on shape or context, skips or misreads prepositions (at, to, of), ignores suffixes, can't sound out unknown wordsterrible spellingoften can't remember sight words (they, were, does) or homonyms (their, they're, there)difficulty telling time with a clock with handstrouble with math: memorizing multiplication tables, memorizing a sequence of steps, directionalitywhen speaking, difficulty finding the correct word: lots of "whatyamacallits" and "thingies," common sayings come out slightly twistedextremely messy bedroom, backpack, and deskdreads going to school: complains of stomach aches or headaches, may have nightmares about schoolOther
In High School: All of the above plus:

limited vocabularyextremely poor written expression: large discrepancy between verbal skills and written compositionsunable to master a foreign languagedifficulty reading printed musicpoor grades in many classesmay drop out of high schoolOther
In Adults: Education history similar to above, plus:

slow readermay have to read a page 2 or 3 times to understand itterrible spellerdifficulty putting thoughts onto paper: dreads writing memos, emails, lettersstill has difficulty with right versus leftoften gets lost, even in a familiar citysometimes confuses b and d, especially when tired or sickOther
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:
Based on your responses, your child is currently showing minimal indicators associated with dyslexia.

Keep building strong language and reading habits through shared reading, conversation, and exposure to a variety of books and experiences. These early foundations matter more than anything.

If anything shifts or new concerns come up, it’s always okay to take a closer look—we’re here when you need us!
Your responses suggest your child is showing some indicators that can be associated with dyslexia.

This does not mean there’s a diagnosis—but it does mean it’s worth paying closer attention.

Early support can make a significant difference, especially when it’s targeted and consistent.

Next steps; This might be a good time to:
-Monitor patterns more closely
-Add targeted reading support
-Or have a conversation with a specialist

Many families choose to begin 1:1 support at this stage to build skills, confidence, and momentum before gaps widen.

If you’d like help understanding what support could look like, we’re happy to guide you.
Your responses show multiple indicators that are commonly associated with dyslexia risk.

While this is not a diagnosis, it is a strong signal that your child may benefit from a deeper look and more targeted support.

The good news: with the right instruction, children with these patterns can make incredible progress.

We recommend:

-A comprehensive evaluation
-Structured, evidence-based reading support
-A plan tailored to how your child learns best

We also offer 1:1 support to begin building skills and confidence right away—whether you’re pursuing testing or just getting started.

You’re not behind—and neither is your child. You’re just getting the information you need to move forward.
Should be Empty:

Dyslexia Risk

Family History

Core Risk Factors

Associated Signs

Other signs based on educational age