Noticing difficulties does not mean assuming a diagnosis.
Dyslexia is associated with persistent difficulties in reading, spelling and writing, although its effects vary from one learner to another. It does not reflect a child’s intelligence, effort or potential. A child may be articulate, imaginative and full of ideas while finding it much harder to record those ideas on paper.
Many children experience one or two of the difficulties below at some point. What matters is whether a pattern persists, is unexpected in relation to other abilities, and continues despite appropriate teaching and support.
What parents and teachers may notice
Possible signs in primary-aged children
Reading
- Reading slowly, hesitantly or with considerable effort
- Difficulty sounding out unfamiliar words
- Losing a place or missing small words and endings
- Relying heavily on pictures, context or memory
- Understanding more when listening than when reading independently
Spelling and writing
- Spelling the same word differently within one piece of work
- Difficulty remembering common or recently practised spellings
- Ideas expressed more clearly aloud than in writing
- Slow, effortful writing or reluctance to begin written tasks
- Difficulty copying accurately or keeping work organised on the page
Memory and sequencing
- Finding it hard to remember several spoken instructions
- Difficulty learning sequences such as the alphabet or months
- Taking longer to recall letter names, sounds or familiar words
- Forgetting information that seemed secure on a previous day
- Needing frequent repetition and opportunities to overlearn
Confidence and wellbeing
- Avoiding reading or writing when other activities are enjoyed
- Becoming tired or frustrated by literacy-heavy homework
- Saying they are “not clever” despite clear strengths
- Trying to hide difficulties through guessing or distraction
- A noticeable gap between verbal contributions and written outcomes
A sensible next step
What can I do if I am concerned?
- Talk with school.Share specific examples with the class teacher and SENDCo. Ask what they have observed, what teaching or intervention has been provided, and how your child has responded.
- Build a fuller picture.Consider hearing and vision checks where appropriate, alongside attendance, teaching history, family history and the child’s own view of learning.
- Put support in place.Helpful teaching and reasonable adjustments do not have to wait for a formal identification. Clear instructions, extra processing time and structured literacy support may all help.
- Review progress.If difficulties remain persistent despite well-matched support, professional screening or a diagnostic dyslexia assessment may help clarify the learner’s profile and next steps.
Screening or assessment?
They answer different questions.
Dyslexia screening can be a supportive first step. It indicates whether a pattern of strengths and difficulties suggests that dyslexia may be contributing, but it does not provide a formal diagnosis.
A diagnostic assessment explores the learner’s history and profile in greater depth. It can identify dyslexia where the evidence supports this and provides individual recommendations for home, school and the learner.
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This article offers general guidance and is not a diagnosis. For further information, visit the NHS guide to dyslexia in children or the British Dyslexia Association’s guidance for parents.