Making a Difference, One Person at a Time.

Middle School Signs


  • 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
  • Spells the same word differently in the         same homework assignment.
  • Struggles with writing assignments
  • Struggles to fit in

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

how can I help my child read


  • Excellent thinking skills:                             conceptualization, reasoning,                   imagination, abstraction.
  • Learning 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 a highly practiced                   word in a special area of interest             or hobby.
  • Improvement as an area of                        interest becomes more                               specialized and focused, when he          develops a miniature vocabulary               that he can read.
  • A surprisingly sophisticated                       listening vocabulary.
  • Excellence in areas not                               dependent on reading, such as                 math, computers, and visual arts, or         excellence in more                                      conceptual  subjects, such as                     philosophy, biology, social                         studies, and creative writing.