Making a Difference, One Person at a Time.

Grade School Signs

Kindergarten and First Grade


  • 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 dog shown.
  • Does not understand that words                    come apart
  • Complains about how hard reading is, or    “disappearing” 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.
  • Does not associate letters with sounds,       such as the letter b with the “b” sound
Activities and Life
  • If you ask for a spoon, your child hands         you a fork.
  • Struggles with learning and naming              numbers and the alphabet.
  • Difficulty attaching labels to objects and     symbols.
  • Difficulty following directions- you ask         your child to get his coat and shoes and      he only brings a coat.
  • Trouble following lengthy directions,           may only hear the first and the last part.
  • Needs frequents reminders to follow           rules and routines

Second Grade and Up


  • Very slow in acquiring reading skills.            Reading is slow and awkward
  • Trouble reading unfamiliar words, often       making wild guesses because he                   cannot sound out the word
  • Doesn’t seem to have a strategy for             reading new words
  • Avoids reading out loud


  • Searches for a specific word and ends           up using vague language, such as “stuff”     or “thing” a lot, without naming the               object?
  • Pauses, hesitates, and/or uses lots of           “umm’s” when speaking
  • Confuses words that sound alike, such as     saying “tornado” for “volcano,”                       substituting “lotion” for “ocean”
  • Mispronunciation of long, unfamiliar, or       complicated words
  • Seems to need extra time to respond to       questions.

Activities and Life

  • Trouble with remembering dates, names,     telephone numbers, random lists
  • Has trouble finishing tests on time
  • Extreme difficulty learning a foreign             language
  • Messy handwriting
  • Low self-esteem that may not be       immediately visible

Source: Overcoming Dyslexia © Sally E. Shaywitz, M.D.

the school is ruiing my child self esteem


  • Curiosity
  • A great imagination
  • The ability to figure things out
  • Eager embrace of new ideas
  • Excellent comprehension of                     stories read or told to him

where can I get my child tested for a reading disability


  • Excellent thinking skills:                             conceptualization, reasoning,                   imagination, abstraction
  • Learning that is accomplished                   best through meaning rather than           rote memorization
  • Ability to get the “big picture”
  • A high level of understanding of               what is read to him
  • The ability to read and to                           understand at a high level                           highly practiced words in a                        special area of interest; for                        example, words related to a                      hobby
  • Excellence in areas other than                  reading, such as math,                                computers, and visual arts, or in               subjects, such as philosophy,                     biology, social studies, and                        creative writing
  • An advanced listening                                 vocabulary.
I've tried everything to help my child read