Dyslexia Signs and Risk Factors: What to Watch For

Early identification is one of the most important factors in achieving successful outcomes for individuals with dyslexia. The earlier a child receives appropriate intervention, the better their chances of developing strong reading skills and avoiding the secondary effects of prolonged reading failure --- including low self-esteem, anxiety, and behavioral challenges. Knowing the signs and risk factors can help parents, educators, and pediatricians identify children who may need evaluation.

Risk Factors for Dyslexia

Certain factors increase the likelihood that a child may have dyslexia. The presence of one or more risk factors does not guarantee a dyslexia diagnosis, but it does warrant closer monitoring and, in many cases, a formal evaluation.

Family History

Dyslexia has a strong genetic component. If a parent, sibling, or close family member has dyslexia or a history of reading difficulties, the child’s risk increases significantly. Research suggests that children with a first-degree relative with dyslexia have a 40-60% chance of developing the condition themselves. If you have a family history of reading struggles, it is wise to monitor your child’s language and literacy development closely from an early age.

Late Talker

Children who are late to begin speaking --- typically defined as not using words by 18 months or phrases by age 2.5 years --- may be at increased risk for dyslexia. While not all late talkers develop reading difficulties, the overlap between early language delays and later literacy challenges is well documented. The phonological processing skills that underlie spoken language development are the same skills that are critical for learning to read.

Chronic Ear Infections

A history of chronic ear infections (otitis media), especially during the first few years of life, can affect a child’s ability to hear and process the subtle differences between speech sounds. This can interfere with the development of phonological awareness --- a foundational skill for reading. If your child has had frequent ear infections, it is worth monitoring their speech and language development closely.

Difficulty with Motor Skills

Some children with dyslexia also show delays in fine and gross motor skill development. Difficulty with tasks such as tying shoes, buttoning buttons, catching a ball, or using scissors can sometimes co-occur with the neurological differences associated with dyslexia.

Directionality Confusion

Persistent confusion with directional concepts --- left vs. right, up vs. down, before vs. after --- beyond the age when most children have mastered these concepts can be an indicator of the spatial and sequential processing differences sometimes associated with dyslexia.

Trouble Telling Time

Difficulty learning to read an analog clock and understanding time concepts can be another indicator. This relates to the sequential processing and spatial reasoning challenges that some individuals with dyslexia experience.

Mixed Hand Dominance by Age 4

Most children establish a clear hand preference by age 4 to 5. Children who continue to switch hands for writing and other fine motor tasks beyond this age may be showing signs of neurological differences that can be associated with dyslexia.

Early Signs of Dyslexia by Age

Preschool Age (3-5 Years)

• Difficulty learning to speak or persistent speech sound errors
• Trouble learning letter names
• Difficulty recognizing that words rhyme (e.g., cat, hat, bat)
• Trouble learning nursery rhymes
• Difficulty identifying the first sound in a word
• Mispronouncing familiar words
• Difficulty learning colors, shapes, days of the week

Early Elementary (Kindergarten through Second Grade)

• Difficulty learning letter-sound correspondence (matching letters to their sounds)
• Trouble blending sounds together to form words
• Slow or inaccurate reading of simple words
• Frequent letter or number reversals beyond mid-first grade
• Difficulty with spelling, even simple words
• Avoiding reading activities
• Relying on memorization or picture cues rather than decoding

Later Elementary and Beyond

• Slow, labored reading
• Difficulty with reading comprehension
• Poor spelling
• Avoidance of reading and writing tasks
• Difficulty completing timed tests
• Trouble learning a foreign language
• Low reading fluency compared to peers

What to Do If You See These Signs

If you recognize several of these signs and risk factors in your child, we encourage you to take action. Early evaluation and intervention are the most effective paths to strong outcomes. Here is what we recommend:

1. Talk to your child’s teacher about what they are observing in the classroom
2. Consult your pediatrician and mention your concerns about reading development
3. Seek a comprehensive evaluation from a qualified professional who specializes in dyslexia

A thorough dyslexia evaluation will assess phonological processing, reading accuracy and fluency, spelling, written expression, and other related skills. The results will provide a clear picture of your child’s strengths and challenges and guide recommendations for intervention.

At Kansas City Speech Professionals, we provide comprehensive dyslexia evaluations and evidence-based reading intervention for children and adults. If you have concerns about your child’s reading development, contact us to schedule an evaluation. The sooner you act, the sooner your child can get the support they need.