Mar 21, 2025 | by Amber Robinson

What Does Dyslexia Look Like?

Dyslexia is a neurobiological learning disability and learning disorder that affects language processing, particularly reading, word reading, writing, and spelling words. It is not related to intelligence. Early recognition of dyslexia symptoms, understanding the facts, and providing evidence-based support can make a significant difference in a young child’s educational journey. Many bright, creative, and capable children, including the dyslexic child, struggle quietly because their reading difficulty and challenges are misunderstood or missed. Dyslexia doesn’t mean a child can’t learn—it means they learn in a different way. When families and educators understand what dyslexia looks like, they can provide the kind of support that helps dyslexic learners thrive both academically and emotionally, supporting their mental health.

What Are the Warning Signs of Dyslexia?

Recognizing early common signs is crucial for timely intervention.

Preschool / Kindergarten

• Delayed Speech Development: Children who don't say their first words until 15 months or phrases until 2 years may be at higher risk for developmental dyslexia. (Healthline, n.d.)

• Difficulty Learning Nursery Rhymes: Struggling to remember or recite rhyming words or common rhymes, indicating challenges with phonological awareness. (British Dyslexia Association, n.d.; Yale Dyslexia, n.d.)

• Trouble Learning Letters and Their Sounds: Challenges in associating letters with their corresponding sound, a key part of phonics.
  
  

Early Elementary (Grades 1–3)

• Reading is Slow and Inaccurate: Reading skill may be choppy or halting, a dyslexia symptom often seen in surface dyslexia. (IMSE, n.d.; Colorado Department of Education, n.d.; Sonic Learning, n.d.)

• Frequent Letter Reversals: Persisting letter reversals (e.g., 'b' and 'd') beyond the typical age, sometimes linked to visual dyslexia or Irlen syndrome.

• Avoidance of Reading Aloud: Reluctance or refusal to read in front of others, a sign of reading problem in a dyslexic person.
  
  

Upper Elementary (Grades 4–6)

• Slow, Choppy Reading: Reading ability lacks fluency and is laborious, potentially indicating mild dyslexia or severe dyslexia.

• Poor Spelling: Frequent mistakes, even with sight words or common words, a hallmark of dyslexics. (IMSE, n.d.; Oxford Learning, n.d.)

• Difficulty with Written Expression: Struggles to organize thoughts in writing, impacting reading comprehension. (Sonic Learning, n.d.)

Middle School and Beyond

• Slow Reading: Continued slow and effortful reading, often seen in deep dyslexia or double deficit dyslexia. (The Hechinger Report, n.d.; Garretson, n.d.)

• Struggles with Sequences: Difficulty recalling the correct order of days, months, or numbers, tied to phonological processing challenges. (Oxford Learning, n.d.)

• Avoidance of Reading-Heavy Tasks: Tendency to shy away from activities that require extensive reading, a reading disability trait.
  
  

Common Myths About Dyslexia

Dispelling misconceptions is vital for adequate support.

Myth 1: Dyslexia Means Seeing Letters Backwards

Truth: While letter reversals can occur, dyslexia primarily involves difficulties with language processing, not visual perception. This myth often confuses dyslexia with visual dyslexia.

Myth 2: Dyslexia Can Be Overcome by Reading More

Truth: Dyslexia, whether mild dyslexia or severe dyslexia, is a neurological condition that requires specific instructional approaches; simply increasing reading time is not an adequate remedy for a dyslexic reader.

Myth 3: Dyslexia Goes Away with Age

Truth: Dyslexia, including secondary dyslexia, is lifelong, but individuals can learn strategies to manage and overcome challenges effectively.

How Can You Support Your Dyslexic Learner at Home?

Supporting a dyslexic child at home means creating an environment that nurtures confidence while providing structured, research-based interventions. This may feel like a big task—but you don’t have to do everything at once. Start with small, intentional steps, and know that even simple changes can make a meaningful difference in your child’s progress, reading ability, and self-esteem.

1. Use Structured Literacy Programs (Like Orton-Gillingham)

The Orton-Gillingham (OG) approach is a structured literacy method backed by decades of research. It’s highly effective for dyslexic learners because it is:

• Explicit: Concepts like phonics are clearly taught and not assumed.

• Systematic and Cumulative: Lessons build from simple to complex in a logical order.

• Multisensory: Engages visual, auditory, kinesthetic, and tactile learning channels to address unfamiliar words.

• Diagnostic and Prescriptive: Instruction is tailored to the child’s specific needs through diagnostic assessment.

📚 Cited research: The International Dyslexia Association endorses structured literacy approaches, including OG, as best practice for students with dyslexia (IDA, 2018).

The Orton-Gillingham Academy describes this approach as a direct, language-based method that is flexible, individualized, and grounded in the science of reading (Orton-Gillingham Academy, n.d.).

🛠 At home: Use OG-aligned curricula such as:

• All About Reading: A scripted, multisensory program that teaches decoding, fluency, and reading comprehension in a step-by-step way, ideal for homeschool settings.

• Barton Reading & Spelling System: A highly structured, one-on-one program designed specifically for students with dyslexia, suitable for parents and tutors.

• Logic of English: Integrates phonics, spelling, reading, and grammar using a research-based, multisensory approach, great for dyslexic learners and struggling readers.

• Wilson Reading System: A comprehensive intervention program based on OG principles, often used with older students and available for home use through certified providers.

2. Implement Multisensory Learning Activities

Multisensory strategies help dyslexic individuals process and retain information by engaging more than one sense at a time.

• Tactile: Use sand, playdough, or textured surfaces to trace letters and spell words.

• Auditory: Say sounds aloud as the child writes them to reinforce phonological awareness.

• Kinesthetic: Practice spelling while jumping, clapping, or using hand motions.

• Visual: Use color-coded letters or visual organizers to help with memory and sequencing, especially for visual dyslexia.

📚 Research insight: Multisensory methods help build neural pathways for reading and language processing in dyslexic learners (Birsh, 2011).

3. Use Assistive Technology

Technology tools can give dyslexic students access to grade-level content without being limited by decoding challenges.

Recommended Tools:

• Text-to-speech (TTS): Tools like Natural Reader, Speechify, or Read&Write help students “ear read.”
• Speech-to-text (dictation): Tools like Google Voice Typing or Dragon NaturallySpeaking let students write by speaking, aiding with writing challenges.
• Audiobook platforms: Learning Ally, Bookshare, and Audible offer accessible texts for dyslexic readers.
• Organizational apps: Time Timer, Google Calendar, or Visual Schedule Planner help with executive functioning.

📚 Research support: Studies show that assistive tech improves academic performance and self-esteem in students with learning differences (Edyburn, 2013).

4. Create a Dyslexia-Friendly Home Learning Environment

A calm, organized, and dyslexia-aware home makes a huge difference:

• Designate a quiet space free from distractions, supporting special education needs.

• Break tasks into chunks and allow for frequent breaks (especially after 10–15 minutes of focus).

• Use large fonts, clear layouts, and colored overlays if visual distortions are reported, which may relate to Irlen syndrome.

• Give extra time for reading and written tasks to accommodate reading difficulties.

• Use checklists or visual step-by-step guides for routines and assignments.

📚 Why it works: Dyslexic students benefit from reduced cognitive load and better processing conditions (Shaywitz & Shaywitz, 2020).

5. Build Emotional Support and Confidence

Because dyslexia can impact self-esteem and mental health, it’s important to nurture your child emotionally.

• Praise effort, not perfection. Recognize small wins in reading skills.

• Celebrate strengths: Many dyslexics shine in art, design, storytelling, engineering, or athletics.

• Read biographies of successful dyslexic individuals (e.g., Richard Branson, Agatha Christie, Tom Holland).

• Encourage self-advocacy: Help your child understand their brain is just wired differently—and that’s OK.

📚 Research: Studies show self-concept and emotional support are key to success for students with dyslexia (Alexander-Passe, 2006).

6. Work With a Trained OG Tutor or Specialist

If you're not confident delivering Orton-Gillingham (OG) instruction at home, working with a certified OG tutor or Structured Literacy Specialist can be incredibly helpful. These professionals are trained to deliver individualized, multisensory reading instruction that meets the unique needs of dyslexic learners. Many offer flexible, remote sessions designed for homeschool families.

That said, we know that tutoring can be expensive—and not every family has access to these services. If hiring a specialist isn’t feasible, consider starting with a high-quality, OG-aligned homeschool curriculum (like Barton or All About Reading), many of which are parent-friendly and designed for non-experts. Some online communities and parent groups even offer peer coaching, scholarships, or cost-sharing options. The most important thing is consistency and care—you are your child’s most powerful advocate, and you can make a difference with the right tools.

At Colearn, we’re incredibly fortunate to have the expertise of our Reading Specialist, Melissa Cigelske. Melissa brings deep knowledge and compassion to her work with students, and she continues to train annually to stay current with best practices in reading instruction and dyslexia support. Her dedication is one of the many reasons our students feel seen, supported, and empowered.

📚 Proven impact: Studies have shown Orton-Gillingham-based tutoring can produce measurable improvements in reading accuracy and fluency (Torgesen et al., 2001).

Practical Starting Point for Parents

Where to Start:

• Watch for early common signs (use age-level checklist above).

• Talk to your pediatrician or school about a diagnostic assessment.

• Try a structured literacy program at home (see OG options).

• Join a parent support group (online or local).

• Remember: Progress takes time, and you’re not alone.

Screening Option

If you're wondering whether your child might have dyslexia, there are free online screening tools that can give you a general sense of risk. These are not formal diagnoses, but they can be a helpful first step in identifying whether further evaluation is needed.

Two trusted options:

• Lexercise Dyslexia Screener (lexercise.com)

• Understood.org Symptom Checker (understood.org)

Think of these tools as early indicators—like a thermometer, not a diagnosis. If the screener raises concerns, it’s a good idea to talk to your school, pediatrician, or an educational specialist about getting a full evaluation.

💬 A Parent’s Voice

“When my child was diagnosed with dyslexia, I was in tears. I felt like I had failed my child. But once I learned more, I realized it wasn’t about blame—it was about support. I found a tutor trained in Orton-Gillingham and began to understand how my child’s brain works. With the right help, things started to shift. My child grew more confident, and I did too. We’re still on the journey, but now we’re walking it with knowledge, support, and hope.”

When to Seek Formal Evaluation

If your child is consistently struggling with reading and spelling words despite regular practice, or if frustration and avoidance are growing, it may be time to pursue a formal diagnostic assessment through your school district or a private evaluator. Early identification leads to earlier support through special education.

You Are Not Alone — And This Is Not Your Fault

If you're reading this and feeling a mix of worry, guilt, or even exhaustion—you are not alone. Many families walk this path, and it's okay to feel overwhelmed at times. But here’s what you need to know:

• Dyslexia is not caused by something you did or didn’t do. It is a neurobiological difference in the way the brain processes language, often tied to phonological processing. It’s no one’s fault.

• You are doing something powerful simply by learning, noticing, and advocating. Seeking support and educating yourself about dyslexia symptoms is one of the most impactful steps you can take.

• Your child is not broken—and neither are you. With the right tools and strategies, your student can build the reading skills they need to succeed. More importantly, they can grow up knowing that who they are is more than enough.

There is a growing community of families, educators, and specialists who are ready to support you. Whether it's connecting with a local dyslexia group like the British Dyslexia Association, joining online parent communities, or partnering with trained professionals, you don’t have to do this alone.

At Colearn, we believe that every child deserves a learning journey that reflects their unique strengths and supports their growth—and every parent deserves the encouragement and tools to guide them along the way.

Let this be your reminder: you’re doing a great job. And we’re here with you—every step of the way.

References

Alexander-Passe, N. (2006). "How dyslexic teenagers cope: An investigation of self-esteem, coping and depression." Dyslexia, 12(4), 256–275.

Birsh, J. R. (Ed.). (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Paul H. Brookes Publishing.

Edyburn, D. L. (2013). "Inclusive Technologies." In Handbook of Special Education Technology Research and Practice, 93–104. https://doi.org/10.1007/978-1-4614-2218-1_7

International Dyslexia Association (IDA). (2018). Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties. Retrieved from https://dyslexiaida.org/what-is-structured-literacy/

Shaywitz, S. E., & Shaywitz, B. A. (2020). "The Science of Reading and Dyslexia." The New England Journal of Medicine, 383, 1398–1406.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. https://files.eric.ed.gov/fulltext/ED457281.pdf

British Dyslexia Association. (n.d.). Signs of Dyslexia in the Early Years. Retrieved from https://www.bdadyslexia.org.uk/advice/children/is-my-child-dyslexic/signs-of-dyslexia-early-years

Colorado Department of Education. (n.d.). Dyslexia: Identification and Support Across the Lifecycle. Retrieved from https://www.cde.state.co.us/cdesped/dyslexia-lifecycle

Healthline. (n.d.). Dyslexia Symptoms by Age. Retrieved from https://www.healthline.com/health/dyslexia-symptoms-by-age

Oxford Learning. (n.d.). Dyslexia at Different Ages: Signs and Symptoms. Retrieved from https://www.oxfordlearning.com/dyslexia-at-different-ages-signs-and-symptoms/

Orton-Gillingham Academy. (n.d.). What is the Orton-Gillingham Approach? Retrieved from https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/

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