Dyslexia is not a problem only
experienced by children and teenagers.
An adult dyslexic may find that they get frustrated at themselves and
may experience periods of intense anger and/or depression at what they
perceive as their own failure to achieve their goals. Increasingly, jobs
require the individual to pass exams often involving reading, math and
writing. This can cause anxiety, stress and result in the person failing
or avoiding the job completely.
Characteristics of Dyslexics
The following list are some of the characteristic traits and behaviours
that a dyslexic child will exhibit. The symptoms can vary from day to
day, minute to minute.
The most consistent things about these traits is the inconsistency – one
day the symptom is present the next it is not.
Look at the following list and see how you shape up! You may be
surprised. Contact Dyslexia Australia
if you recognize 10 or more
symptoms - On-line form -
click here
Dyslexia Australia is pleased to announce our additional service -
Dyslexia Screening Test for children aged 6 1/2 to 15 year old. Please
contact us
to make an appointment with our
Education Consultant. Currently, this
service is only offered in Brisbane
(Loganholme)
and Sydney, however, we have
received many requests for other
areas and will be happy to
provide service when we have
sufficient numbers. Please
submit your request.
Generally
Family history of learning problems
Isn't behind enough to be helped in the school setting
Test well orally, but not in written tests
Not reading at age level but appears
bright/intelligent
Displays behaviours to cover problem (class clown,
disruptive, teacher's pet, quiet)
Labelled as lazy, dumb, careless, immature, or "not trying
hard enough"
Easily
frustrated and emotional about
school, reading or testing.
Talented in art, drama, music, sports, mechanics,
story-telling, sales, business, designing, building, or engineering.
Difficulty
maintaining attention; loses
track of time, seems "hyper"
Learns best through hands-on experience, demonstrations,
experimentation, observation, and visual aids.
Has difficulty with math
Poor short term or working memory
Poor memory for sequences, facts and information that
has not been experienced.
Seems to "Zone
out" or daydream often
Excellent memory for experiences
Visual learner. Thinks primarily in pictures not in
sound
Difficulty putting thoughts into words verbally or in
writing
Mispronounces or transposes words
Confused by
verbal explanations
Clumsy
Feels dumb
Reading
Initially had trouble or still has trouble with sight
words (eg was, what, is, the)
Difficulty
catching on to phonics or
sounding out words
Lacks awareness of the sounds in words, rhymes or
sequences of syllables (eg what
is the last sound in the words
"what", "action", "fun")
Tends to confuse words that look alike (eg
was/saw, for/from, who, how,
house/home)
Reads and
rereads with little
comprehension
Reading or
writing shows repetitions,
additions, transpositions,
omissions, substitutions, and
reversals in letters, numbers
and/or words
Uses the
pictures or context of the story
for cues
Difficulty
decoding unfamiliar words
Tends to lose
his/her place when reading
(tracking problem)
Mis-reads or omits small words (for, of, with an, it)
and word endings (-ing, -ed, -ly,
-s)
Mistakes and
symptoms increase dramatically
with confusion, time pressure
and emotional distress, or poor
health
Can do math but has difficulty with word problems
Vision and Spelling
Complains of
dizziness, headaches or stomach
aches while reading
Confused by
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
exam doesn't reveal a problem or
diagnosed with tracking problem
Spells
phonetically and inconsistently
Trouble
copying from classroom board
This
assessment is not intended to be a conclusive diagnosis of dyslexia, but
a first-step to assist a parent or teacher to resources or Specialist
help of their choice. Dyslexia Australia offers a Dyslexia
Screening test by an Educational Consultant for children aged 6 1/2 to
15.
Related Learning Disabilities
The following related categories which can be addressed through Dyslexia
Australia:
Central Auditory Processing Disorder(CAPD)/Auditory Processing
This term is being increasingly used to describe individuals who have
problems with listening, either in distinguishing sounds in their
language or in comprehending the words they hear.
People with CAPD may have trouble understanding what they hear, acting
on it quickly, remembering it for a short or long time, and formulating
a verbal response
An example of the disorder:
A child that is told “Do not step in the puddle” may hear “Step in the
puddle".
This is due to the dyslexic not hearing the words “Do” and “not”..
Unfortunately, this results in the child being misunderstood and labeled
with a behavioural problem such as “oppositional defiance disorder”.
Perceptual/Visual Difficulties
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.
Dysgraphia
This is a difficulty in writing and graphing. It generally refers to
extremely poor handwriting.
People with dysgraphia may display the following signs:
May exhibit strong verbal but particularly poor writing skills.
Random (or non-existent) punctuation.
Generally illegible writing, despite appropriate time and
attention given the task.
Inconsistencies: mixtures of print and cursive, upper and lower
case.
Irregular sizes, shapes or slant of letters.
Unfinished words or letters, omitted words.
Inconsistent position on page with respect to lines and margins
and inconsistent spaces between words and letters.
Cramped or unusual grip, especially holding the writing
instrument very close to the paper, or holding thumb over two
fingers and writing from the wrist.
Talking to self while writing, or carefully watching the hand
that is writing.
Slow or laboured copying or writing - even if it is neat and
legible.
Dyspraxia
A dyspraxic person has balance and co-ordination problems. They will
show several of the symptoms below:
Shows up as "clumsiness" caused by motor difficulties caused by
perceptual problems, especially visual-motor and kinesthetic-motor
difficulties.
Prone to accidents, may fall a lot, bump into furniture.
Poor hand-eye, foot-eye coordination.
Slow and poor at dressing, unable to tie shoelaces, do up
buttons etc.
Speech and language difficulties.
Difficulty in holding a pen properly.
Poor writing and drawing abilities.
Reading and spelling difficulties.
Walk awkwardly.
Confused about which hand to use.
Difficulties throwing or catching a ball.
Poor short term memory, they often forget tasks learned the
previous day.
Reading and writing difficulties.
Cannot hold a pen or pencil properly.
Cannot hop, skip or ride a bike.
Cannot answer simple questions even though they know the answers.
Speech problems, slow to learn to speak or speech may be
incoherent.
Dyscalculia
Dyscalculia is when there are problems with maths - counting, adding,
subtracting, multiplying, and dividing.
The following are some of the common characteristics of people with
dyscalculia:
When writing, reading and recalling numbers, these are some of the common
mistakes made:
Number additions, substitutions, transpositions, omissions, and
reversals.
Inability to grasp and remember math concepts, rules, formulas,
and sequence.
Gets lost or disoriented easily. May have a poor sense of
direction, lose things often, and seem absent minded.
Difficulty remembering dance step sequences, rules for playing
sports.
Difficulty with the abstract concepts of time and direction.
Difficulty with time management, schedules, and sequences of
past or future events.
Unable to keep track of time. May be chronically late.
Inconsistent results in addition, subtraction, multiplication
and division.
People with ADD/ADHD display problems with hyperactivity, hypoactivity,
inability to focus, difficulty staying on task, and inappropriate social
behaviours.
The most common features include:
Hyperactivity (excessive activity and physical restlessness)
Distractibility (poor sustained attention to tasks)
Impulsivity (impaired impulse control and delay of
gratification)