In the sometimes difficult process of a child's learning journey, certain challenges may arise that demand extra attention and understanding. One such challenge is dyslexia, a neurobiological condition that affects language processing, and that is more common than people realize. As caretakers and educators it is important to remember that with each child comes a unique set of both hurdles and triumphs. For some children, the journey of learning to read and write can be a perplexing puzzle. For others, this might be their strength while they struggle with numbers and mathematics. The one thing these struggles have in common is that they can be warning signs of dyslexia. Armed with knowledge and compassion, we can recognize the subtle signs of dyslexia and ensure that every child has access to an equitable learning experience where their needs are met and their differences are celebrated.

As I  stated in my first blog post on dyslexia, a definitive definition for dyslexia is often hard to pinpoint given that it presents differently in each individual that it affects. Many new skills need to be learned and then combined to foster development of complex tasks and abilities such as reading. However, there is a great variability between children and how fast they develop these new skills which is why it is important to keep in mind that not every “delay” is cause for concern. Regardless, each month that passes with said delay, the more caregivers and educators should be on alert. According to the Yale Center for Dyslexia & Creativity, some common early warning signs of dyslexia for preschool aged children are:

• Trouble learning common nursery rhymes, such as “Jack and Jill”

• Difficulty learning (and remembering) the names of letters in the alphabet

• Inability to recognize letters in his/her own name

• Mispronounces familiar words

• Persistent “baby talk”

• Doesn’t recognize rhyming patterns like cat, bat, rat

• A family history of reading and/or spelling difficulties (dyslexia often runs in families)

During the early education years leading into grade school, dyslexia can often go unnoticed due to a lack of diagnostic training, resources, and tools. This poses an immediate problem because early intervention is crucial as soon as early warning signs are noticed. Schools may not have the ability to properly fund special education programs. Intervention teams and therapists at the school site may be thinly stretched. Teacher education is an important part of the diagnostic process, yet student teachers receive very little pedagogy regarding learning differences. Lastly, teachers are increasingly asked to take on additional tasks that are outside their purview as educators which hinder their effectiveness in the classroom. It is not uncommon for a dyslexic child to pass an initial screening ruling out future follow-ups due to a lack of warning signs. Dyslexia presents differently in every individual, therefore, follow-ups are key to ensuring that no dyslexic child is left behind. Children that do test positive need to be put into a rigorous science-based literacy program that addresses issues at this early age.

When a child reaches grades K-2 new signs and challenges can arise. These include:

• Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog

• Does not understand that words come apart

• Complains about how hard reading is; “disappears” when it is time to read

• A history of reading problems in parents or siblings

• Cannot sound out even simple words like cat, map, nap; especially if there are no pictures

• Does not associate letters with sounds, such as the letter b with the “b” sound

In Grades 3–5 additional hurdles may include:

• Confusing or skipping small words such as "for" and "of" when reading aloud

• Trouble sounding out new words and recognizing common ones

• Struggling to explain what happened in a story or answer questions about it

• Frequently making the same types of mistakes, like reversing letters

• Spelling the same word correctly and incorrectly in the same exercise

• Avoiding reading whenever possible or getting frustrated or upset when reading

Inexplicably, even children in 6th through 12th grades fall through the cracks despite struggling with dyslexia for years. Educators of middle and high schoolers mistakenly assume that their students' dyslexia has been identified in the earlier grades. But unfortunately, this is not the case and children in this age range are still underdiagnosed. Some signs to watch out for in the middle and high school age range are:

• Reading slowly or skipping small words or parts of words when reading aloud

• Often searching for words or using substitutes like gate instead of fence

• Trouble “getting” jokes or understanding idioms, puns, and abbreviations

• Taking a very long time to complete reading assignments

• Having an easier time answering questions about text that is read aloud

Ultimately, there are failures at all levels of a dyslexic child's journey. Unfortunately, the most vulnerable students feel the full impact of these failures because they do not have the safety nets of other children.  It is often the case that signs of dyslexia can go unnoticed in children from working class, dual-income families. According to Science Daily’s summary of an MIT 2022 study of struggling readers, children in lower SES backgrounds have less access to books at home and minimal exposure to libraries and other literacy promoting resources. In a Scientific Learning article by Kimberly Vasconcelos, according to Dr. Martha Burns, director of neuroscience education at Scientific Learning Corporation, there are various ways in which poverty affects children's brain development. Children from poor households are not exposed to language in the same quantities as children from higher SES households and, as a result, their language development and skills are hindered. Dr. Burns also speaks to the impact of stress on a child’s language development. Experiencing higher levels of stress changes the way children’s brains mature. Toxic levels of constant stress can cause the overdevelopment of neural pathways that respond to fear and anxiety and in return, cause the pathways responsible for reasoning, planning and learning to develop at a much slower pace. Children in these situations are unfortunately more likely to get lost in the shuffle.

Along with every struggle that a dyslexic child faces, there are also inherent strengths. For example, dyslexic children find it hard to express themselves via the written word, and as a result, many dyslexic children are drawn to more creative means of expression. This is a partial list of the many strengths dyslexic children may have:

• Curiosity

• Great imagination

• Ability to figure things out; gets the gist of things

• Eagerly embraces new ideas

• A good understanding of new concepts

• Surprising maturity

• A larger vocabulary than typical for age group

• Enjoys solving puzzles

• Talent for building models

• Excellent comprehension of stories read out loud

Within each individual child there is great variability in the warning signs for dyslexia but one thing is certain, early identification is crucial. Providing the necessary support and interventions at the right time can make a profound impact on a child's academic success and overall well-being. Dyslexia is a lifelong struggle; strong and persistent advocacy is of the utmost importance in order to get your child or student the help they need. Although early diagnosis is encouraged, late diagnosis does occur and gives those individuals powerful new opportunities to learn strategies that will help them go on to live successful and fulfilling lives.

Struggling with dyslexia can be overwhelming and at times deeply concerning. Divergent Mind Collective creates a community that offers not only the resources to intervene, but a network of support for those that need a helping hand. Our social media platforms offer a place for educators and caregivers to share questions, comments and knowledge about dyslexia to better serve the needs of our neurodivergent children.