Checklist for Identification of Possible Dyslexic Behaviours

Name of Pupil: ________________________________________

Focus	Some of the typical indicators or behaviours in pupils at risk of dyslexia	Rate 1-5 (1 not at all 5 severe)
General	Slow to process instructions
Problems with sequencing, e.g. getting dressed
Poor concentration
Does not retain concepts from one lesson to the next
Problems with fine or gross motor skills
Difficulty with visual or auditory memory skills
Writing	Content does not reflect ability:
Good at thinking of ideas, but is reluctant to write
Uses simple ideas and vocabulary that do not reflect verbal ability
Written work often not completed
Prefers to use alternative forms of recording ideas
Difficulties in structuring written work:
Problems with grammar, eg. tenses or words muddled
Problems sequencing ideas, eg.events are not logically sequenced
Several ideas are all expressed in one, lengthy sentence
Inaccurate punctuation
Poor handwriting:
Reverses some letters when writing, e.g. b/d, p/q, m/w
Poor orientation and placement of letters
Writing arranged erratically on the page
No spaces between words
Slow writing speed
Problems copying accurately from the board
Inaccurate spelling:
Omits letters within words
Errors in discriminating individual sounds, e.g. middle sound
Letters in words in the wrong order
Bizarre spelling
Reading	Problems choosing a book at a suitable reading level
Does not read for pleasure
Reluctant to read out loud
Inaccurate reading:
Poor recognition of high frequency words
Confuses words that are visually similar (e.g. was/saw)
Omits words when reading
Poor tracking along words and lines when reading
Does not recognise a word that has previously been read accurately
Cannot identify keywords in the question/text
Lack of reading fluency:
Sounding out each word
Needs time to process visual information
Lack of expression
Slow reading speed
Does not understand what is being read:
Not reading for meaning and using context as a strategy
Cannot predict what is going to happen next
Cannot summarise what has happened
Needs to read several times to understand meaning
Mathematics	Problems remembering times tables
Difficulty with mental maths
Confusion of visually similar numbers (e.g. 6/9)
Forgets maths concepts if not practised regularly
Misreads signs
Misreads written instructions
Concept of time	Confusion about timetable for the day
Problems adapting to changes in routine
May not be able to say what day it is
Young person may not be able to read an analogue clock
Organisation	Problems finding what they need to start a task
Difficulties executing tasks in the right order
Often forgets to bring dinner money/PE kit, etc.
Behaviour and motivation	Uses bad behaviour to avoid work
Often off-task
Reluctant to contribute in lessons
Copies from other children

Further areas you may wish to consider in discussion with parents:

Is there a family history of dyslexia?

Does the child/Young person have a history of ear infections or hearing loss?

Has the child/Young person had a recent eye test?

Was the child/Young person late to start talking?