Understanding Dyslexia

Early indicators before school

• A family history of persistent reading or spelling difficulty
• Difficulty noticing rhyme, syllables or individual sounds in words
• Slow progress learning letter names and their sounds
• Persistent difficulty remembering or pronouncing some spoken words

Signs in the early primary years

• Slow, effortful or inaccurate word reading
• Difficulty sounding out unfamiliar words
• Persistent spelling difficulty, including difficulty linking sounds with letters
• Reading fatigue, frustration or avoidance
• Difficulty understanding text when so much effort is used to decode the words

Signs in later primary and secondary school

• Reading that remains slower or less accurate than expected
• Persistent spelling difficulty and effortful written work
• Needing substantially more time for reading-heavy tasks
• Avoiding reading aloud or choosing simpler words in writing
• Reduced confidence or anxiety around literacy tasks

These signs can have several explanations. Start by talking with your child’s teacher about the pattern, the reading instruction already provided and how your child has responded. Hearing and vision should also be checked when concerns persist, although dyslexia itself is not caused by eyesight or hearing problems. Support should begin as soon as a difficulty is recognised. A child does not need to wait for a diagnosis before receiving targeted reading instruction.

How is dyslexia assessed and diagnosed?

A child psychologist with relevant assessment experience may assess dyslexia by bringing together information about the child’s reading development, teaching history, current skills and broader learning context. An assessment is more than an IQ test or one reading score.

Depending on the referral question, assessment may include:

• discussion with parents or carers about developmental, medical, language and family history
• teacher information, school reports, work samples and previous test results
• evidence of the reading instruction and targeted intervention provided, including the child’s response
• standardised educational assessment of skills such as word reading, decoding, reading fluency, spelling and comprehension
• careful observation of how the child approaches reading and spelling tasks
• cognitive assessment when it is clinically relevant to the referral question, not as a requirement to prove dyslexia
• consideration of other factors that could better explain or contribute to the difficulty, including hearing, vision, language background, educational opportunity and other developmental or psychological conditions

The WIAT-III is one instrument a child psychologist may use to examine academic skills, but no single test diagnoses dyslexia. Australian guidance commonly expects evidence of sustained, well-targeted reading intervention, often for at least six months, before a diagnosis is confirmed. The child psychologist interprets this response alongside the full assessment information.

Strengths, interests and emotional wellbeing

Children with dyslexia have individual strengths, interests and personalities. It is helpful to notice what each child enjoys and does well, whether that is storytelling, sport, art, relationships, problem-solving, practical tasks or something else.

Dyslexia does not automatically make a child more creative, visual, empathic or resilient. Research has not found a universal creativity advantage in children and adolescents with dyslexia. A genuinely strengths-based approach identifies the particular child’s capabilities without creating another expectation they must meet.

Repeated difficulty with reading can affect confidence, participation and wellbeing. Adults can help by separating reading performance from intelligence or effort, making support ordinary and respectful, and recognising progress as well as achievement.

How to support a child with dyslexia

Use targeted reading instruction

Children with dyslexia benefit from explicit, structured and sequential teaching matched to their assessed needs. Instruction may address phonemic awareness, phonics, reading fluency, vocabulary and comprehension. Progress should be monitored so teaching can be adjusted rather than relying on one program for every child.

Discuss appropriate school adjustments

Adjustments can reduce barriers while the child continues receiving direct reading instruction. Depending on individual need, useful options may include:

• audio books and text-to-speech for accessing age-appropriate content
• speech-to-text, predictive spelling or scaffolded writing support
• additional time, reduced copying or an alternative way to demonstrate knowledge
• clear, chunked instructions and accessible formatting
• planned practice with suitable texts and regular progress review

Under the Australian Disability Standards for Education, education providers must support access and participation on the same basis for students with disability. The appropriate adjustments should be discussed with the student and family, selected for the individual and reviewed over time. A diagnosis does not automatically determine one particular adjustment or funding outcome.

Support reading and confidence at home

• Read together and use audio books so your child can enjoy age-appropriate stories and information.
• Keep practice short, predictable and aligned with advice from the child’s teacher or intervention provider.
• Praise effort, strategy use and persistence without comparing reading speed with siblings or classmates.
• Make time for interests and activities in which your child feels capable and included.
• Keep communication open with the school and share what is helping or causing frustration.

What to remember about dyslexia

• Dyslexia is a specific learning disorder affecting word reading and spelling.
• It is not caused by low intelligence, poor motivation or eyesight problems.
• Signs vary by age and do not provide a diagnosis on their own.
• A child psychologist considers testing, history, school information and response to instruction together.
• Targeted teaching and individually chosen adjustments can reduce barriers.
• Strengths should be understood for the individual child, not assumed from the dyslexia label.

When to seek help

If reading or spelling difficulties persist despite well-targeted teaching, a child psychologist can help clarify the pattern and whether assessment is appropriate. Learn more about Quirky Kid’s educational assessments or book a consultation to discuss the next step.