Most dyslexics will exhibit about 10 of the
following traits and behaviors. These characteristics can vary from day-to-day
or minute-to-minute. The most consistent thing about dyslexics is their
inconsistency.
General
Appears bright, highly intelligent, and
articulate but unable to read, write, or spell at grade level.
Labelled lazy, dumb, careless, immature,
"not trying hard enough," or "behavior problem."
Isn't "behind enough" or
"bad enough" to be helped in the school setting.
High in IQ, yet may not test well
academically; tests well orally, but not written.
Feels dumb; has poor self-esteem; hides or
covers up weaknesses with ingenious compensatory strategies; easily frustrated
and emotional about school reading or testing.
Talented in art, drama, music, sports,
mechanics, story-telling, sales, business, designing, building, or engineering.
Seems to "Zone out" or daydream
often; gets lost easily or loses track of time.
Difficulty sustaining attention; seems
"hyper" or "daydreamer."
Learns best through hands-on experience,
demonstrations, experimentation, observation, and visual aids.
Vision, Reading, and Spelling
Complains of dizziness, headaches or
stomach aches while reading.
Confused by letters, numbers, words, sequences,
or verbal explanations.
Reading or writing shows repetitions,
additions, transpositions, omissions, substitutions, and reversals in letters,
numbers and/or words.
Complains of feeling or seeing non-existent
movement while reading, writing, or copying.
Seems to have difficulty with vision, yet
eye exams don't reveal a problem.
Extremely keen sighted and observant, or
lacks depth perception and peripheral vision.
Reads and rereads with little
comprehension.
Spells phonetically and inconsistently.
Hearing and Speech
Has extended hearing; hears things not said
or apparent to others; easily distracted by sounds.
Difficulty putting thoughts into words;
speaks in halting phrases; leaves sentences incomplete; stutters under stress;
mispronounces long words, or transposes phrases, words, and syllables when
speaking.
Writing and Motor Skills
Trouble with writing or copying; pencil
grip is unusual; handwriting varies or is illegible.
Clumsy, uncoordinated, poor at ball or team
sports; difficulties with fine and/or gross motor skills and tasks; prone to
motion-sickness.
Can be ambidextrous, and often confuses
left/right, over/under.
Math and Time Management
Has difficulty telling time, managing time,
learning sequenced information or tasks, or being on time.
Computing math shows dependence on finger
counting and other tricks; knows answers, but can't do it on paper.
Can count, but has difficulty counting
objects and dealing with money.
Can do arithmetic, but fails word problems;
cannot grasp algebra or higher math.
Memory and Cognition
Excellent long-term memory for experiences,
locations, and faces.
Poor memory for sequences, facts and
information that has not been experienced.
Thinks primarily with images and feeling,
not sounds or words (little internal dialogue).
Behavior, Health, Development and
Personality
Extremely disorderly or compulsively
orderly.
Can be class clown, trouble-maker, or too
quiet.
Had unusually early or late developmental
stages (talking, crawling, walking, tying shoes).
Prone to ear infections; sensitive to
foods, additives, and chemical products.
Can be an extra deep or light sleeper;
bedwetting beyond appropriate age.
Unusually high or low tolerance for pain.
Strong sense of justice; emotionally
sensitive; strives for perfection.
Mistakes and symptoms increase dramatically
with confusion, time pressure, emotional stress, or poor health.
GD Assessment booking form
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