Clint Independent School District

Pre School

• Delay in learning to talk
• Difficulty with rhyming
• Difficulty pronouncing words(e.g, “pusgetti” for “spaghetti”)
• Poor auditory memory for nursery rhymes and chants
• Difficulty adding new vocabulary words
• Inability to recall the right word(word retrieval)
• Trouble learning and naming letters and numbers and remembering the letters of his/her name
• Aversion to print (e.g.’ doesn’t enjoy following along if a book is read aloud)

Texas Dyslexia Handbook, 2018 p. 2

Kindergarten and First Grade

• Difficulty breaking words into smaller parts or syllables (e.g., baseball can be pulled apart into”base” “ball )”
• Difficulty identifying and manipulating sounds in syllables (e.g.,”man” sounded out /m/ /a/ /n/)
• Difficulty remembering the names of the letters and recalling their corresponding sounds.
• Difficulty decoding single words(reading single words in isolation.
• Difficulty spelling words the way they sound or remembering letter sequences in very common words seen often in print(e.g.,”sed” for “said’)

Texas Dyslexia Handbook, 2018 p. 2

2^nd/3^rd Grades

• Difficulty recognizing common sight words
• Difficulty decoding single words
• Difficulty recalling the correct sounds for letters and letter combinations in reading
• Difficulty connecting the speech sounds to appropriate letters or letter combinations
• in words for spelling
• Difficulty reading fluently
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Difficulty with written expression
• Reliance on picture clues,story theme or guessing at words

Texas Dyslexia Handbook, 2018 p. 3

4^th to 6^th Grades

• Difficulty reading aloud (e.g., fear of reading aloud in front of classmates)
• Avoidance of reading (particularly for pleasure)
• Difficulty reading fluently (e.g. reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Acquisition of less vocabulary due to reduced independent reading
• Use of less complicated words in writing that are easier to spell than more appropriate words (e.g., “big” instead of “enormous”)
• Reliance on listening rather than reading for comprehension

Texas Dyslexia Handbook, 2018 p. 3

Middle and High School

• Difficulty with the volume of reading and written work
• Frustration with the amount of time required and energy expended for reading
• Difficulty reading fluently (e.g. reading is slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Difficulty with written assignments
• Tendency to avoid reading (particularly for pleasure)
• Difficulty learning a foreign language

Texas Dyslexia Handbook, 2018 p. 3

Fact Sheet for Dyslexia