Dyslexia Testing and Tutors

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   Is clearly intelligent, but simply cannot master the skills of reading, writing and/or spelling

   Has stronger listening skills in class than reading and writing skills

  Has stronger verbal skills than reading and writing skills

  Guesses at words while reading, particularly based upon context, pictures, or the first letter or syllable of the word

  Simply skips the word if he/she does not know it, not even attempting to decode the word

  When reading out loud, may replace real words with similar sounding nonsense words without noticing

  Often depends on memorization to read

  Has tendency to guess at words based on shape, rather than decoding, such as reading skate for shade, even if it does not make sense

  Adds sounds to words, deletes sounds in words, skips whole syllables, moves sounds around within words

  When spelling, often gets all of the right letters, but not in the correct order (mlik instead of milk)

  Often misreads or skips small words, such as: 'the', 'from', 'to' and 'of'

  Lacks fluency in oral reading

  Appears to comprehend and can answer general questions about what they have read, especially if reading silently

  Rarely comprehends what he or she has just read, orally or silently

  Is easily distracted when reading

  Often skips whole lines and loses his/her place while reading

  Has trouble with rapid naming tasks

  Has difficulty with word recall skills in conversation, often using vague words such as “thing” and “stuff”
       and uses many “um’s” while trying to think of a common word

  Often misspeaks words such as: ‘fork for spoon’ or ‘pasghetti for spaghetti’ or ‘boat house for house boat’

  Confuses similar looking words or words with similar meanings: trumpet / trombone

  Confuses similar sounding words (latter/ladder)

  Does not understand jokes and takes language very literally

  Homework takes an exceptionally long time to complete

  Hates to read out loud

  Struggles to put thoughts into words, especially when under pressure or distressed

  Has difficulty following directions

  Has difficulty with pencil grip, has messy handwriting skills, or often breaks pencil lead

  Has a low frustration tolerance when it comes to reading, writing, and/or spelling

  Has had his/her self esteem impacted because of difficulty in reading, writing, and/or spelling

  Has, or had, difficulty memorizing math facts, or if memorized, still cannot recall them quickly

  Has, or had, a difficult time learning to tell time

  Has difficulty distinguishing between left and right immediately

  Gets lost or disoriented easily

  Had difficulty with rhyming skills at an early age

  Is past first grade and still confuses letters and numbers with similar appearances, such as: /6/ and /9/, /b/ and /d/, /p/ and /q/, /u/ and /n/

  Has difficulty reading, spelling and memorizing sight words

  Has inconsistent spelling patterns, spelling the same word in different ways throughout a paper

  Likes to be read to, but dislikes reading himself / herself

  Has or had unusual speech patterns

  Started talking later than the typical child, despite developing typically in all other ways

  Has difficulty sequencing and remembering long strings of words or numbers (phone numbers, days of the week, months of the year,
        or steps in calculation processes)

  Has difficulty doing story problems in math class

  Has, or had, extensive support or tutoring outside of the school and still has not made progress as expected

  Has difficulty with test taking

  Has decreased mechanics of writing in his/her written language skills such as spelling, capitalization, punctuation, sentence structure,
       use of tense, etc.

Did you check 8 or more 'differences' above?

If so, consider coming into True Potential Education. We can help you assess what is going on with your student, and make plans for school and life. Let's figure it out together!

​​​Validate your suspicions 

Below is list of the some of the most commonly noticed characteristics of dyslexia. There is no single manifestation of dyslexia that is 'always' 

seen. However, there are many commonalities amongst dyslexics listed below that may seem familiar. If more than 8 items on this list apply (or did apply when they were younger) a majority of the time, you probably want to look further into the possibility that dyslexia is impacting their academic performance or life in general!. 

Don't be shy!

It is best to determine if dyslexia is having an impact on academic performance before it begins to negatively impact behavior and self-image.

Dyslexia can look different as a student ages...

Don't assume that because a student has been able to 'make it' through years of school, that dyslexia is not still an underlying issue holding them back or preventing him/her from realizing their true potential! Many dyslexics are highly intelligent and/or functional – intellect, intuition, and ability to get 'the gist of things' – these are all skills that can get a student well into their high school years and beyond. However, they may be far from reaching their true potential if their difference is not recognized!