Worried your child might be dyslexic? Educational Potential’s Educational Psychologist’s explain the signs at every age and when to seek an assessment.

As a parent, you know your child better than anyone. So when something feels off about the way they're learning to read, write, or spell - even when everyone else seems to be picking it up with ease - that gut feeling is worth listening to. Dyslexia is one of the most common learning differences in the world, According to the British Dyslexia Association (BDA), approximately 10% of the UK population is dyslexic - that is an estimated 6.3 million people - with around 4% severely affected. Yet despite how widespread it is, it is still frequently missed, misunderstood or misattributed to laziness, poor concentration or lack of effort.

The truth is that dyslexia has nothing to do with intelligence. Many children with dyslexia are bright, creative, and articulate - but the way their brains process written language is simply different. The earlier this is identified and supported, the better the outcomes for your child's confidence, wellbeing and academic progress.

This guide is here to help you understand what dyslexia looks like at different ages, what signs to watch for and when it might be time to seek a formal assessment.

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What Is Dyslexia?

Dyslexia is a specific learning difficulty that primarily affects reading, writing and spelling. It is neurological in origin, meaning it relates to how the brain is wired, not how hard a child is trying. Children with dyslexia often struggle to decode written words - that is, to connect letters and letter combinations to the sounds they represent - a process known as phonological processing.

It is important to understand that dyslexia exists on a spectrum. Some children experience mild difficulties that are manageable with the right classroom support. Others face more significant challenges that require specialist intervention. No two children with dyslexia are exactly alike, which is part of why it can be difficult to spot.

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Early Signs: Pre-School and Reception Age (Ages 3–5)

Dyslexia can sometimes be identified even before a child begins formal schooling, though it is more accurately described as a "risk" at this stage rather than a confirmed diagnosis. Early signs often show up in speech and language development.

Watch for:

• Delayed speech or difficulty learning new words

• Trouble rhyming - for example, struggling to complete nursery rhymes or recognise that "cat" rhymes with "bat"

• Difficulty remembering the names of letters, numbers, colours, or shapes

• Mispronouncing familiar words or mixing up sounds within words (e.g., saying "pasghetti" for "spaghetti" well past the age when this would be expected)

• A family history of dyslexia, which is a significant risk factor since it runs in families

At this age, a formal dyslexia diagnosis is not typically given, but flagging concerns with a health visitor, GP, or nursery teacher can open the door to early support and monitoring.

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Signs in Early Primary School (Ages 5–7)

When children begin formal literacy education, dyslexia related difficulties often become more apparent. This is the age at which reading, phonics and writing are first taught systematically and children with dyslexia may find these tasks unexpectedly hard compared to their peers.

Watch for:

• Difficulty learning the alphabet or the sounds associated with individual letters

• Slow progress with phonics despite effort and practice

• Reading that is stilted, slow, or involves frequent guessing at words rather than decoding them

• Difficulty blending sounds together to read words (e.g., struggling to merge "c-a-t" into "cat")

• Reversing letters and numbers - writing "b" as "d," "p" as "q," or writing numbers like 6 and 9 backwards - particularly beyond the age of 6 or 7

• Inconsistent spelling, even of simple and frequently seen words

• Difficulty remembering common sight words

• Avoiding reading aloud or becoming anxious or distressed when asked to read

It is worth noting that some letter reversal is entirely normal in very young children just learning to write. The concern arises when it persists well past the age when most children have grown out of it.

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Signs in Older Primary School Children (Ages 7–11)

As children move through primary school, the demands on reading and writing increase. Children with unidentified dyslexia often develop coping strategies at this stage — sometimes so effective that their difficulties go unnoticed. However, the extra effort required to manage can take a real toll on their confidence and emotional wellbeing.

Watch for:

• Reading that is significantly below expected level for their age and intelligence

• Very slow reading pace, often losing their place on the page

• Poor spelling that does not improve consistently over time

• Difficulty with sequencing — for example, getting the days of the week or months of the year in the right order

• Trouble with left and right, or reading and following directions

• Difficulty copying from the board or from a book accurately

• Messy or laboured handwriting, especially compared to the quality of ideas they express verbally

• Taking much longer than peers to complete written work

• Difficulty remembering multi-step instructions

• A significant gap between how well they communicate verbally and how well they perform in written tasks

• Reluctance to go to school, anxiety around reading and writing tasks, or low self-esteem in academic contexts

Children at this stage may also start to describe themselves as "stupid" or "bad at reading," which is heartbreaking - and completely inaccurate. These are children who are often working twice as hard as their peers just to keep up.

The academic consequences of unidentified dyslexia are stark: national data cited by the BDA shows that in 2024, 26% of 11 year olds left primary school without meeting the expected reading standard and only 21% of pupils with a Specific Learning Difficulty met the expected standard across English and Maths at the end of Key Stage 2, compared to 74% of pupils with no recorded SEN.

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Signs in Secondary School and Teenagers

Dyslexia does not disappear as children get older. While some individuals develop strong compensatory strategies, the demands of secondary education - with its heavier reading load, more complex writing tasks and exam pressure - can bring difficulties to the surface again, even in those who managed reasonably well before.

Watch for:

• Continued poor spelling, including of words they have encountered many times

• Difficulty structuring written essays or arguments logically

• Very slow reading speed that makes keeping up with the curriculum difficult

• Trouble taking notes quickly enough in class

• Difficulty with foreign language learning, particularly in reading and writing

• Poor organisational skills - losing track of homework, forgetting deadlines, struggling to plan revision

• Underperformance in exams that does not reflect their apparent understanding of a subject

• Avoidance of reading for pleasure

• Ongoing low confidence in academic settings

Teenagers with undiagnosed dyslexia sometimes face an additional layer of challenge because their difficulties may be dismissed as laziness or lack of motivation at an age when they are expected to be more independent.

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What Dyslexia Does Not Look Like

It is equally important to understand what dyslexia is not. Dyslexia is not caused by poor teaching, not attending school regularly or a lack of effort. It is not related to vision problems (though visual processing difficulties can co-occur). It does not prevent children from being imaginative, curious, verbally articulate or gifted in many other areas.

Many people with dyslexia have gone on to exceptional careers in science, art, business, sport and beyond. The difficulty is specific to how the brain processes written language - not to intelligence or potential.

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When Should You Seek an Assessment?

If you have noticed several of the signs described above and they persist over time despite support at home and school, it is worth pursuing a formal assessment. You do not need to wait until things reach crisis point.

Consider seeking an assessment if:

• Your child's reading or spelling is significantly behind that of their peers despite effort and support

• Your child is becoming increasingly anxious, distressed, or avoidant about school or written tasks

• Teachers have raised concerns, or conversely, you feel that your concerns are being dismissed

• There is a family history of dyslexia

You can start by speaking to your child's class teacher or school SENCo (Special Educational Needs Coordinator), who can arrange in school assessments and support. If you want an independent assessment, an educational psychologist or a specialist dyslexia assessor can carry out a full diagnostic evaluation.

A diagnosis is not a label that limits your child - it is a key that unlocks the right support, understanding and access to tools like extra time in exams, specialist teaching, and assistive technology.

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What You Can Do Right Now

While you are gathering information or waiting for an assessment, there are things you can do at home to support your child. Read to them regularly and make books a source of pleasure rather than pressure. Use audiobooks alongside print so they can access stories and information at a level that matches their intellect. Praise effort over outcome and look for areas where they shine - because there will be many.

Most importantly, let your child know that the way their brain works is not a flaw. It is simply a different way of processing the world - and with the right support, there is no limit to what they can achieve.

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If you are concerned about your child's reading and writing development, speak to your child's school in the first instance.