Problems in speaking

• Mispronunciation of long, unfamiliar, or complicated words; the fracturing of words – leaving out parts of words or confusing the order of the parts of words; for example,aluminum becomes amulium
• Speech that is not fluent – pausing or hesitating often when speaking, lots of um's during speech, no glibness
• The use of 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 forhumidity
• The need for time to summon an oral response or the inability to come up with a verbal response quickly when questioned
• Difficulty in remembering isolated pieces of verbal information (rote memory) – trouble remembering dates, names, telephone numbers, random lists

Problems in reading

• Very slow progress in acquiring reading skills
• The lack of a strategy to read new words
• Trouble reading unknown (new, unfamiliar) words that must be sounded out; making wild stabs or guesses at reading a word; failure to systematically sound out words
• The inability to read small "function" words such as that, an, in
• Stumbling on reading multisyllable words, or the failure to come close to sounding out the full word
• Omitting parts of words when reading; the failure to decode parts within a word, as if someone had chewed a hole in the middle of the word, such as conible for convertible
• A terrific fear of reading out loud; the avoidance of oral reading
• Oral reading filled with substitutions, omissions, and mispronunciations
• Oral reading that is choppy and labored, not smooth or fluent
• Oral reading that lacks inflections and sounds like the reading of a foreign language
• A reliance on context to discern the meaning of what is read
• A better ability to understand words in context than to read isolated single words
• Disproportionately poor performance on multiple choice tests
• The inability to finish tests on time
• The substitution of words with the same meaning for words in the text he can't pronounce, such as car for automobile
• Disastrous spelling, with words not resembling true spelling; some spellings may be missed by spell check
• Trouble reading mathematics word problems
• Reading that is very slow and tiring
• Homework that never seems to end, or with parents often recruited as readers
• Messy handwriting despite what may be an excellent facility at word processing – nimble fingers
• Extreme difficulty learning a foreign language
• A lack of enjoyment in reading, and the avoidance of reading books or even a sentence
• The avoidance of reading for pleasure, which seems too exhausting
• Reading whose accuracy improves over time, though it continues to lack fluency and is laborious
• Lowered self-esteem, with pain that is not always visible to others
• A history of reading, spelling, and foreign language problems in family members

Strengths

In addition to looking for signs of a phonologic weakness, here are some signs of strength to look for and applaud in your child:

• Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
• Learning that is accomplished best through meaning rather than rote memorization
• Ability to get the "big picture"
• A high level of understanding of what is read to him
• The ability to read and to understand at a high level over learned (that is, highly practiced) words in a special area of interest; for example, if his hobby is restoring cars, he may be able to read auto mechanics magazines
• Improvement as an area of interest becomes more specialized and focused, when he develops a miniature vocabulary that he can read
• A surprisingly sophisticated listening vocabulary
• Excellence in areas not dependant on reading, such as math, computers, and visual arts, or excellence in more conceptual (versus factoid-driven) subjects such as philosophy, biology, social studies, neuroscience, and creative writing

Many of the above indicate strengths in higher-level thinking processes.

Excerpted and adapted from: Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Leve