Elementary Red Flags: When Reading Struggles Signal Dyslexia

For many children, the start of elementary school is an exciting time of discovery as they learn to crack the code of reading. But for a child with dyslexia, this period can be filled with confusion, frustration, and a growing sense of failure. While all children learn at a different pace, a persistent pattern of specific struggles can be a clear signal that your child needs more support.

If you’re seeing these red flags in your Kindergarten, First, or Second grader, it’s time to pay close attention.

1. Difficulty with Basic Phonological Skills

This is the core of dyslexia. Children with dyslexia struggle to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. In the classroom, this looks like:

• Trouble sounding out simple words: They can’t blend the sounds /c/ /a/ /t/ to read the word “cat.”
• Difficulty with letter-sound connections: They struggle to remember what sound the letter ‘b’ makes, even after repeated instruction.
• Guessing at words: They may see the word “horse” and guess “house” because they look at the first letter and the picture instead of decoding the sounds in the word.

2. Confusion with Letters and Words

While it’s normal for young children to reverse letters occasionally, for a child with dyslexia, these confusions are more frequent and last longer. You might see:

• Letter reversals: Confusing ‘b’ and ‘d’, or ‘p’ and ‘q’.
• Word reversals: Reading “was” for “saw” or “on” for “no.”
• Inversions: Reading ‘w’ for ‘m’.

It’s not that they “see” the letters backward; it’s that their brain has trouble connecting the correct sound to the visual symbol automatically.

3. A Strong Aversion to Reading

Imagine if every time you tried to do a task, it was incredibly difficult and you felt like you were failing. You would probably start to avoid that task. This is what happens to many children with dyslexia.

This aversion can manifest in many ways:

• Behavioral issues: Acting out during reading time to avoid the task.
• Anxiety: Complaining of stomachaches or headaches when it’s time to read.
• Avoidance: Saying reading is “boring” or that they “hate” books.

This is not laziness. It is a coping mechanism for a task that is genuinely stressful and exhausting for them.

4. Trouble Remembering Sight Words

Sight words (like “the,” “and,” “said”) are words that children are encouraged to memorize because they appear so frequently. A child with dyslexia may struggle to remember these words, even after seeing them hundreds of time. They may read the word “the” correctly on one page and not recognize it on the next. This is because they are trying to visually memorize the shape of the word, rather than connecting the letters to the sounds.

What to Do If You See These Signs

If this pattern of struggle sounds familiar, it’s time to take action.

1. Document your observations: Keep a log of the specific errors and behaviors you are seeing.
2. Talk to the teacher: Share your concerns and ask for specific data on your child’s reading progress compared to grade-level benchmarks.
3. Request an evaluation in writing: If you suspect dyslexia, send a formal letter to the school principal requesting a comprehensive evaluation for a specific learning disability. This is your right under federal law.

Trust your gut. Early intervention is the most effective way to help a child with dyslexia, and you are the one who can get that ball rolling. You are your child’s best, first and best, advocate.

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Related reading:

• Preschool Warning Signs: Is It Too Early to Worry About Dyslexia?
• A Parent's Guide to Understanding Dyslexia
• How to Request a Dyslexia Evaluation from Your School