Spotting The Signs Of Dyslexia Early In The School Year

The first few weeks of a new school year are full of information for both students and teachers alike. It’s also an important opportunity for teachers to notice how individual children approach reading, writing, instructions and everyday classroom tasks.

For some pupils, these early observations may reveal potential signs of dyslexia that were less obvious before. Recognising those signs early can make a real difference, particularly when it leads to the right support and encouragement.

It is important to remember that dyslexia looks different in every child, though, and a single difficulty does not mean a child is dyslexic; these indicators cannot provide a diagnosis. Instead, teachers should look for patterns that persist over time and consider the child's wider strengths and abilities.

What should teachers look for?

While reading and writing are obvious areas to observe, there are many other clues that can be useful. For example, a child may struggle to remember letter sounds, blend sounds together or read familiar words, they might read hesitantly, miss words or find reading aloud particularly tiring, while iIn written work, look for inconsistent spelling, unusual letter sequences, difficulty forming letters or a noticeable difference between the quality of a child's spoken ideas and what they are able to put on paper.

You may also notice difficulties with following instructions, remembering sequences or keeping track of several pieces of information at once. A pupil might regularly forget what they have been asked to do, lose equipment, struggle to organise their work or need considerably more time than their classmates to complete a task.

Look beyond academic work

The most telling observations can happen outside a reading or spelling exercise. A child who is finding learning difficult may avoid certain tasks, become unusually quiet or frustrated, or appear distracted when faced with something they find challenging. Others may use humour or disruption to move attention away from work they are struggling to complete.

Dyslexia can also affect organisation, memory and processing, so a child may appear forgetful or disorganised even when they understand the subject itself. That is why it is important to consider the whole child. A pupil may have excellent verbal skills, creativity or problem-solving abilities alongside significant difficulties with reading and writing.

What should teachers do if they have concerns?

The first step is observation, and rather than jumping to conclusions, keep track of the difficulties you are seeing and consider when they happen.

• Are they consistent?
• Does the child struggle with particular types of instructions?
• Is their written work very different from their verbal responses?
• Are they becoming increasingly tired or reluctant when faced with literacy-based activities?

 

It can also be helpful to look back at previous school records and speak to colleagues who have taught the child. Parents may have noticed similar difficulties at home, so opening a positive conversation with them can provide valuable context. If concerns continue, speak to your school's Special Educational Needs Coordinator (SENCo).

Put support in place early

Once a potential difficulty has been identified, small changes can make classroom life considerably easier. Breaking instructions into manageable steps, providing visual reminders, allowing additional processing time and using appropriate literacy resources can all help, and it is also worth asking the child what they find difficult and what helps them.

Giving them a voice can help teachers understand where the real barriers lie, while showing the child that their difficulties are being taken seriously. The aim is to build confidence while removing unnecessary obstacles to learning, and early support can help prevent repeated struggles from affecting a child's self-esteem and willingness to participate.

Early observation can make a lasting difference

The first weeks of term offer teachers a valuable chance to get to know how their pupils learn. By paying attention to patterns rather than isolated mistakes, teachers may be able to recognise signs of dyslexia earlier and begin conversations that lead to meaningful support.

At The Dyslexia Shop, we provide practical resources designed to support children with dyslexia at home and in the classroom. From reading and writing aids to visual learning tools, explore our range to find resources that can help make learning more accessible.