Where over 50% of boxes are ticked, this is likely to indicate children with significant dyslexic difficulties, if alternative explanations have been ruled out
Early Primary Dyslexia Checklist | Name :
DOB:
Date : | Completed by : |
| Observed Difficulty in relation to age and stage | Tick Box |
Reading | Substantial reading delay | |
Enthusiastic reading solely from memory and picture cues | |
Reading reluctance/ no interest | |
Can't finger point with familiar text | |
Loses place in text | |
High dependence on phonics | |
Phonological awareness | Finds it hard to clap simple rhythm | |
Hard to say which sound starts a word, or finishes it | |
Can't count syllables | |
Can't hear or generate rhymes | |
Phonics | Delay with linking sounds and letters which persists despite intervention | |
Doesn't use decoding strategies | |
Writing | Avoids pencil work | |
Difficulty writing name | |
Writes from right to left | |
Reverses letters and numbers frequently and persists P2/3 | |
Difficulty copying letters and shapes, especially from board | |
Stuck at underwriting stage P2/3 | |
Language | Delayed language development | |
Poor articulation | |
Muddles sentences or syllables | |
Number | Finds sequences hard e.g. counting backwards | |
Vague about time | |
Motor | Delay in hopping, skipping, throwing, catching, shoe laces | |
Awkward pencil grip | |
Struggles with mazes or dot to dot | |
Learning | Relies on others for cues | |
Uses diversionary tactics | |
Appears confused | |
Affective | Gets upset or agitated readily | |
Reluctant to come to school | |
Quiet, withdrawn and avoids reading and written work | |
Upper Primary Dyslexia Checklist | Name :
D.O.B.:
Date : | Completed by : |
| Observed Difficulty in relation to age and stage | Tick Box |
Reading | Avoids reading whenever possible | |
Reading is slow and hesitant with familiar text | |
Misses or repeats words or lines | |
Confuses similar words e.g. won - now; why - who; of -for | |
Inserts alternative words which mean the same | |
Poor visual tracking | |
Complains of blurring., glare, or "jumping about" of text | |
Spelling | Struggles with alphabetic order | |
Bizarre spelling (not as word sounds) | |
Spelling at CVC level only e.g. dog, pet, sad | |
Syllables are reversed or omitted | |
Learns homework spelling but does not retain words learned | |
Writing | Copying is slow and inaccurate | |
Letters or numbers are reversed | |
Writing is untidy and words poorly spaced | |
Writing is very tiny | |
Small and tall letters are the same size | |
Upper / lower case confusion | |
Language | Finds it difficult to repeat complex words | |
Forgets names of things | |
Has speech articulation difficulty | |
Planning and recalling content of oral presentation is difficult | |
Learning | Finds it difficult to transfer skills | |
Makes unusual connections | |
Confuses left and right | |
Difficulties organising and planning work | |
Is more motivated when learning is not text based | |
Copies others' work | |
Maths | Struggles with tables or adds to get 4x 7 | |
Struggles with mathematical language | |
Time | Forgets the days of the week; what day comes after…; what day comes before……… | |
Confuses yesterday, tomorrow, last week, next week | |
Has difficulty telling the time | |
Affective | Low self esteem | |
Easily distracted, withdrawn, or appears dreamy or lazy | |
Seeks inappropriate peer attention or uses avoidance activities | |
Is frustrated or embarrassed by difficulties | |
Motor | Clumsy, awkward or uncoordinated | |
Poor spatial awareness | |
Confuses left and right | |
Where over 50% of boxes are ticked, this is likely to indicate children with significant dyslexic difficulties, if alternative explanations have been ruled out
Secondary School Dyslexia Checklist | Name:
D.O.B.
Date: | Completed by : |
| Observed Difficulty | Tick Box |
Reading | Poor reading : high level of guess work | |
Slow and painstaking reading | |
Avoids reading | |
Uncertain of alphabetical order | |
Needs to read passage several times to get sense | |
Finds difficulty following text | |
Limited stamina for fluent reading | |
Experiences distortion while reading | |
Spelling | Bizarre spelling | |
Difficulty in using dictionary | |
Poor alphabetic awareness | |
Language | Word finding / labelling difficulty | |
Difficulty pronouncing complex words | |
Finds spoonerisms difficult | |
Writing | Reluctance to write | |
Difficulties planning written work | |
Poor page layout and presentation | |
Immature writing style compared with oral performance | |
Inaccurate proof reading | |
Maths | Forgets rules and formulae | |
Uncertainty with tables | |
Confuses left and right | |
Organising | Poor organisation of time on tasks | |
Has difficulty following complex instructions | |
Generally disorganised with materials, timetables etc | |
Struggles with information sequences | |
Behaviour | Uncertain of place in "pecking order" within class | |
High anxiety especially over exams | |
High level of acting out behaviour | |
Appears dreamy or lazy | |
Sensitive about accepting help -embarrassed | |
Repertoire of avoidance strategies when reading and writing | |
Truancy / school refusal | |
Disappointment | |
Low self esteem | |
Marked difference between performance and apparent ability | |
Learning Style | Uses idiosyncratic learning strategies | |
Needs a high level of repetition to learn | |
May need additional visual cues | |
Lacks persistence without support | |
Where over 50% of boxes are ticked, this is likely to indicate children with significant dyslexic difficulties, if alternative explanations have been ruled out