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Characteristics 4-5


The following signs may be associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities.

  • Has a history of reading and spelling difficulties;
  • Avoids reading aloud;
  • Reads most materials slowly; oral reading is labored, not fluent;
  • Avoids reading for pleasure;
  • Lacks a strategy to read new words;
  • Oral reading filled with substitutions, omissions, mispronunciations and disregard for punctuation;
  • May have inadequate vocabulary;
  • Mispronunciation of long, unfamiliar, or complicated words;
  • The fracturing of words –leaving out parts or confusing the order of the parts; for example amulium for  aluminum, pisghetti for spaghetti, etc;
  • Uses imprecise language, such as vague references to stuff or things instead of the proper name of an object;
  • Not being able to find the exact word, such as confusing words that sound alike: saying tornado instead of volcano, substituting lotion for ocean, or humanity for humidity;
  • Difficulty spelling phonetically;
  • Good written expression when content is more important than spelling;
  • Poorer performance on multiple choice tests than other types of tests;
  • Inability to finish tests on time;
  • Excellent comprehension of stories read or told to him;
  • Strong thinking skills: conceptualization, reasoning, imagination, abstraction; Good math skills, but difficulty with word problems; Has the ability to get the “big picture”;
  • Stronger ability in areas not dependent on reading, such as math, computers, art;
  • Is good at understanding new concepts;
  • Exhibits curiosity;
  • Has great imagination;
  • Has the ability to figure things out;
  • Has surprising maturity;
  • A family history of reading problems in parents or siblings