Dyslexia is a learning difficulty that affects reading, writing, and spelling skills. It is not a reflection of a child’s intelligence or motivation but rather a difference in how their brain processes language.
While dyslexia often becomes more evident when a child starts formal schooling, several early warning signs can appear in the preschool years. Recognizing these signs early can lead to timely support and intervention, helping your child succeed academically and emotionally.
At Edublox, we specialize in helping children overcome the symptoms of dyslexia. Book a free consultation to discuss your child’s learning needs and take the first step toward unlocking their potential.
Signs that a young child may be at risk of dyslexia include:
1. A family history of dyslexia
Dyslexia often runs in families. If a parent or sibling has dyslexia or struggled with reading and writing in school, the likelihood increases that a child may also face similar challenges. A review of fifteen studies revealed that around 45% of children with a family history of dyslexia eventually show signs themselves (Snowling & Melby-Lervåg, 2016).
This doesn’t guarantee a child will have dyslexia, but it’s a significant risk factor and should prompt early monitoring and support.
2. Delayed speech development
One of the strongest early indicators of dyslexia is delayed language development. Children with dyslexia are often late talkers and may have difficulty forming complete sentences or using age-appropriate vocabulary. Studies have shown a strong link between early language impairments and later reading difficulties (Scarborough, 2005).
A study by Valtin, based on 100 pairs of dyslexic and typical children, found indications of delayed speech development among dyslexic children. According to Hornsby, about 60 percent of dyslexic students were late talkers.
By the age of five, most children can speak in full sentences and communicate clearly. If your child still has trouble pronouncing words, uses immature grammar, or has a limited vocabulary, it could be a sign that they’ll struggle with literacy skills later on.
3. Difficulty learning nursery rhymes
Nursery rhymes are more than just cute songs—they help children develop phonological awareness, which is crucial for reading. Children who have difficulty remembering rhymes or showing interest in rhyming games may be at risk for dyslexia.
Research by Bryant et al. found that early knowledge of nursery rhymes at age three was a strong predictor of reading and spelling success at age six. These phonological skills help children recognize sound patterns in words, an essential foundation for reading.
4. Poor phonemic awareness
Phonemic awareness is the ability to hear and manipulate individual sounds in words. For example, a child might recognize that “cat” and “cap” start with the same sound. Most children entering school can do this; those with dyslexia typically cannot.
Children at risk might struggle with alliteration, rhyming, or syllable segmentation. They might not understand why words like “ball,” “bat,” and “bug” are grouped together or might confuse similar-sounding words.
5. Trouble recognizing letters
Letter recognition is an early literacy milestone. Most children learn to identify the letters of the alphabet by the time they begin school. A child with dyslexia may find this particularly difficult, often confusing letters that look similar.
Sometimes, they may treat letters as meaningless squiggles or be unable to remember them consistently. This difficulty can delay learning to read and spell.
6. Lack of interest in letters and words
Preschoolers are usually curious about letters and enjoy attempting to write their names or identify signage in their environment. A child at risk of dyslexia may show little to no interest in these activities. They may struggle to write or recognize their own name, even after repeated exposure.
This disinterest is often misinterpreted as laziness or defiance, but it may stem from frustration or an underlying difficulty in processing written language.
7. Disinterest in listening to stories
While many young children love being read to, children at risk for dyslexia may appear uninterested or inattentive during story time. They might have trouble following the plot, remembering characters, or understanding wordplay.
Rather than being bored, these children often find listening to stories cognitively demanding, especially if their language comprehension is weak. They might walk away or seem distracted, not because they don’t enjoy stories, but because they struggle to process them.
8. Difficulty retelling simple stories
Retelling a story requires sequencing, memory, and verbal skills. Children with dyslexia often have trouble recalling the events of a story in the correct order or explaining what happened in their own words.
They may also struggle to remember basic personal information, such as their address, birthday, or the days of the week. These memory issues are common in children with dyslexia and can affect learning in multiple areas.
9. Late walking
While not a core symptom, motor delays can sometimes accompany dyslexia. Research by Hornsby found that 20% of dyslexic children were late to walk, taking their first steps well after 18 months.
This delay may reflect broader developmental differences in how the brain integrates information across systems, including those for language and movement.
10. Clumsiness and poor coordination
Some children with dyslexia may seem clumsy or accident-prone, struggling with tasks that require balance, coordination, or fine motor skills. While not all dyslexic children are uncoordinated, it can be an additional clue, especially when combined with other signs.
Activities like trampolining, swimming, or martial arts can help build coordination and boost confidence, providing both physical and emotional benefits.
Final thoughts
Dyslexia isn’t something a child outgrows—but with the right support, they can thrive. Recognizing the signs early gives parents and educators a powerful head start. If you notice several of these signs in your child, don’t wait.
At Edublox, we’re here to help. Book a free consultation to explore how we can support your child’s learning journey and unlock their full potential.
References:
- Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16(02): 407-28.
- Hornsby, B. (1984). Overcoming dyslexia. Johannesburg: Juta and Company Ltd.
- Scarborough, H. S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 3–24). Lawrence Erlbaum Associates Publishers.
- Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5): 498–545.
- Wood, T. (2011). Overcoming dyslexia for dummies. Indianapolis: Wiley Publishing, Inc.
