Making a Difference, One Person at a Time.

High School/Adult Signs


  • A childhood history of reading and               spelling difficulties
  • While reading skills have developed over     time, reading still requires great effort         and is done at a slow pace
  • Rarely reads for pleasure
  • Slow reading of most materials                      books, manuals, subtitles in films
  • Avoids reading aloud
  • May need someone to explain punch           lines and humor
  • Has difficulty understanding proverbs          and puns.
  • Not fluent, not glib, often anxious while       speaking
  • Often pronounces the names of people       and places incorrectly; trips over parts of     words
  • Difficulty remembering names of                   people and places; confuses names that     sound alike
  • Struggles to retrieve words; has the “it         was on the tip of my tongue” moment         frequently
  • Rarely has a fast response in                          conversations and/or writing; struggles       when put on the spot
  • Spoken vocabulary is smaller than                 listening vocabulary
  • Avoids saying words that might be               mispronounced
  • Earlier oral language difficulties persist
  • Has difficulty expressing himself
  • Has difficulty sharing what he knows,           getting to the point or supporting an           argument
  • Has difficulty communicating in a logical,     organized manner.
Activities & Life
  • Despite good grades, will often say that       she is dumb or is concerned that peers         think that she is dumb
  • Penalized by multiple-choice tests
  • Frequently sacrifices social life for                 studying
  • Suffers extreme fatigue when reading
  • Performs rote clerical tasks poorly
  • Lacks a sense of direction
  • May continue to confuse left and right
  • May have trouble reading charts and             graphs
  • May have trouble with spatial concepts       and activities such and driving and               navigation.
  • May struggle to learn a foreign                       language.

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


  • The maintenance of strengths                   noted in the school-age period
  • A high learning capability
  • A noticeable improvement when             given additional time on                            multiple-choice examinations
  • Noticeable excellence when                      focused on a highly specialized                 area, such as medicine, law,                       public policy, finance,                                  architecture, or basic science
  • Excellence in writing if content                 and not spelling are important
  • A noticeable articulateness in                   the expression of ideas and                       feelings
  • Exceptional empathy and                          warmth, and feeling for others
  • Success in areas not dependent               on rote memory
  • A talent for high-level                                  conceptualization and the ability             to come up with original insights
  • Big-picture thinking
  • Inclination to think outside of                    the box
  • A noticeable resilience and ability to       adapt