The Early Signs of Dyslexia: What Parents Should Watch for Before Reading Becomes Difficult
In earlier posts of our Dyslexia Awareness Month series, we explored what dyslexia actually affects and why reading can require more effort for individuals with dyslexia. We discussed how dyslexia can affect phonological processing, decoding, spelling, reading fluency, and written expression, and why a child can be intelligent, motivated, and knowledgeable while still finding reading unusually difficult. But what if we could recognize potential signs of dyslexia before reading becomes the primary concern?
For some children, the earliest indicators of dyslexia appear before formal reading instruction even begins. Parents may notice that a preschooler has difficulty with rhyming, struggles to identify sounds in words, has trouble learning letter names and sounds, or frequently cannot retrieve a word they seem to know. Other children may appear to develop typically until kindergarten or first grade, when the demands of learning to read make underlying difficulties more apparent. Recognizing these early patterns does not mean assuming that a young child has dyslexia. Preschool and early elementary children develop at different rates, and occasional difficulty with any of these skills is common. Instead, the goal is to recognize persistent patterns, especially when several early indicators occur together or when there is a family history of dyslexia or reading difficulties. Early awareness can allow families and educators to monitor development, provide appropriate support, and address emerging literacy skills before a child experiences repeated academic frustration.
Dyslexia Often Has Early Roots
Dyslexia is frequently identified when children begin struggling with reading. However, the underlying differences associated with dyslexia can become apparent before a child is expected to read independently. This makes sense when we consider how reading develops. As we discussed in the previous post, reading requires children to connect written symbols with spoken language. Before children can efficiently decode words, they need to develop foundational language and sound-awareness skills. These include understanding that words are made up of sounds, noticing similarities and differences between sounds, remembering verbal information, and learning associations between letters and sounds. When these foundational skills are developing less efficiently, a child may eventually experience difficulty learning to read.
The important point for parents is that early warning signs may involve spoken language and learning rather than reading itself.
1. Difficulty With Rhyming
One of the earliest skills parents may notice involves rhyming. Young children are often exposed to rhymes through songs, nursery rhymes, books, and games. Over time, many children begin recognizing that words such as “cat,” “hat,” and “bat” sound alike at the end. A child who is developing phonological awareness may be able to answer questions such as: “What rhymes with cat?” Or: “Do cat and hat rhyme?” Children who later experience reading difficulties may sometimes have more difficulty noticing or generating rhymes.
For example, a child might:
Have difficulty identifying whether two words rhyme
Struggle to generate a rhyming word
Seem confused by rhyming games
Need substantially more repetition than peers
Have difficulty noticing sound similarities between words
It is important not to overinterpret a single missed rhyme. Children develop these skills at different rates. What is more meaningful is a persistent pattern of difficulty with sound-based language activities. Parents can support rhyming development naturally through play. Try reading rhyming books together and emphasizing the rhyming words. You can also make up silly rhymes in the car or while getting dressed. The goal is not to turn preschool into reading class. The goal is simply to give children opportunities to play with sounds.
2. Difficulty With Phonological Awareness
Phonological awareness is one of the most important foundational skills for reading. It involves understanding and manipulating the sound structure of spoken language. This includes skills such as:
Identifying the first sound in a word
Identifying the last sound
Counting syllables
Blending sounds
Separating words into sounds
Identifying words that begin with the same sound
Manipulating sounds within words
For example, a child may eventually learn that “sun” begins with /s/. They may also learn to break a word into syllables: but-ter-fly. Later, they need to become increasingly comfortable identifying individual phonemes—the smallest units of sound in spoken language. A child who consistently struggles with these tasks may need additional support. You might notice that your child has difficulty answering questions such as:
“What sound does ‘moon’ start with?”
“How many parts do you hear in ‘banana’?”
“What word do these sounds make: /m/ /ă/ /p/?”
Again, one incorrect answer does not indicate dyslexia.
However, persistent difficulty with these skills can be worth monitoring, particularly when several other indicators are present.
3. Learning Letter Names May Be Difficult
As children approach formal reading instruction, they begin learning the names of letters. For many children, this happens gradually and naturally through books, games, environmental print, and classroom instruction.
A child who may be at risk for dyslexia might have unusually persistent difficulty learning and remembering letter names.
You may notice that your child:
Frequently forgets letters they previously knew
Confuses multiple letter names
Requires substantial repetition
Has difficulty recognizing letters consistently
Learns a small group of letters but struggles to retain them
Takes much longer than expected to learn the alphabet
This is not about whether a child can sing the alphabet song.
A child may be able to recite the alphabet from memory but have difficulty identifying individual letters when they appear out of order.
For example, they may happily sing:
“A, B, C, D…”
but struggle when asked:
“What letter is this?”
That distinction can be useful.
4. Difficulty Learning Letter Sounds
Learning letter names and learning letter sounds are related but different skills.
A child may know that a symbol is called “B” but have difficulty remembering that it represents the /b/ sound. Learning sound-symbol relationships is particularly important because these connections form the foundation for decoding. Parents might notice that their child:
Learns letter names but not sounds
Frequently forgets letter sounds
Confuses sounds associated with different letters
Needs many repetitions
Has difficulty remembering previously taught sound-symbol relationships
Has trouble blending sounds into words
Again, development varies. Some children simply need more exposure and practice. But persistent difficulty learning these relationships can be an important signal to monitor.
5. Word Retrieval Difficulties
Another possible early indicator involves word retrieval. A child may know a word but have difficulty quickly accessing it. Parents sometimes describe this as:
“I know she knows the word, but she can't seem to get it out.” For example, a child might point to a familiar object and say: “What's that called again?”
Or: “Give me the… the… thing.” They may eventually retrieve the word, but it takes longer than expected. This can happen to anyone occasionally. Adults experience “tip-of-the-tongue” moments too. The concern is a consistent pattern of difficulty retrieving familiar words, particularly when the child appears to understand the concept but cannot efficiently access the word. A child may use descriptions instead: “The thing you use to cut paper.” instead of: “Scissors.” They may also substitute a related word or pause frequently while speaking. Word retrieval difficulties can have many causes and do not automatically mean dyslexia. However, when they occur alongside phonological and early literacy difficulties, they may be worth discussing with a child's teacher or pediatrician.
6. Difficulty Remembering Sequences
Another early pattern involves difficulty remembering sequences. Children are constantly expected to remember information in a particular order. Examples include:
The alphabet
Numbers
Days of the week
Months of the year
Multi-step directions
Familiar routines
Sequences in songs
The order of sounds in words
A child may know individual pieces of information but struggle to remember the sequence. For example, they might know the names of several days but have difficulty putting them in order. Or they may remember a two-step instruction but forget the second step when completing the first. This can be related to several different aspects of learning, including working memory, language processing, attention, and executive functioning. It is therefore not a specific sign of dyslexia on its own. But when sequencing difficulties occur alongside other early language and literacy concerns, they may provide useful information about the child's learning profile.
7. Difficulty Learning New Words or Names
Some children who later experience reading difficulties also have difficulty learning or efficiently retrieving new verbal information. Parents might notice that their child:
Struggles to remember the names of new objects
Needs repeated exposure to new vocabulary
Has difficulty remembering names of classmates
Frequently forgets recently introduced words
Uses vague language instead of specific vocabulary
For example, a child may understand what an object does but repeatedly forget its name. Again, this is not diagnostic by itself. But patterns across several language-learning tasks can provide valuable clues.
8. Trouble With Multi-Step Verbal Directions
Parents may also notice difficulty remembering spoken instructions.
For example: “Go upstairs, put your shoes away, and bring me your backpack.”
A child may complete the first step and forget the rest. This can happen for many reasons, including attention, working memory, developmental differences, or simply being distracted. However, persistent difficulty holding verbal sequences in mind can be useful information when considering a child's broader learning profile. It is important to distinguish between: “My child didn't listen.” and: “My child listened but could not retain the entire verbal sequence.” Those are not necessarily the same problem.
9. Difficulty With Early Writing and Letter Formation
Before children become fluent readers, they begin experimenting with writing.
Some children who are at risk for dyslexia may have difficulty learning to write letters consistently or remembering how letters are formed. You might see:
Difficulty remembering letter formation
Frequent need for visual models
Difficulty recalling how to write familiar letters
Slow development of writing skills
Difficulty connecting a spoken sound to the letter that represents it
Fine-motor difficulties can also affect handwriting, so this sign needs to be interpreted carefully. Difficulty writing letters does not automatically indicate dyslexia. However, when writing concerns occur alongside language and sound-processing difficulties, they may be part of a broader pattern.
Family History Matters
One factor parents should pay particular attention to is family history.
Dyslexia tends to run in families. If a parent, sibling, grandparent, or other close relative experienced significant reading or spelling difficulties, it is useful information to share with the child's school and healthcare providers.
A family history does not mean a child will definitely develop dyslexia.
But it can increase the importance of monitoring early literacy development.
Parents may want to be especially proactive if a child with a family history is also showing multiple early indicators such as difficulty with rhyming, phonological awareness, letter-sound learning, or word retrieval.
What About Letter Reversals?
Letter reversals are one of the most commonly discussed signs of dyslexia.
Parents often become concerned when a young child writes letters such as b and d backward. Occasional reversals are common in early writing development and, by themselves, are not a reliable indicator of dyslexia. Instead of focusing on one particular letter, consider the broader pattern.
Is the child having persistent difficulty learning letter names and sounds?
Do they struggle with phonological awareness?
Are they having difficulty remembering verbal information?
Are reading and spelling developing substantially more slowly than expected?
Looking at the complete profile is much more informative than focusing on one behavior.
Early Signs Are Not a Diagnosis
This is one of the most important messages for parents. A child who has difficulty rhyming does not necessarily have dyslexia. A child who forgets letter sounds does not necessarily have dyslexia. A child who has trouble remembering sequences does not necessarily have dyslexia. These skills develop at different rates, and children can have isolated difficulties for many reasons. Dyslexia is identified through a pattern of persistent difficulty, not a checklist of isolated behaviors. Parents should therefore avoid trying to diagnose their child based on a few early signs. Instead, use these observations as information that can guide monitoring and conversations with professionals.
What Parents Can Do When They Notice Concerns
If you are noticing several of these patterns, you do not necessarily need to wait until your child is failing reading before taking action. Start by documenting what you are observing. For example:
What skills seem difficult?
How long have you noticed the concern?
Does your child improve with repetition?
How much support does your child need?
Are difficulties occurring at home and school?
Are there areas where your child demonstrates clear strengths?
Is there a family history of reading difficulties?
Talk with your child's teacher and ask how the child is progressing compared with classroom expectations. You can also ask what literacy skills are being taught and how your child is responding to instruction. If concerns persist, a comprehensive evaluation may provide additional information about the child's learning profile.
Early Support Does Not Have to Wait for a Diagnosis
Parents sometimes worry that they need to obtain a formal diagnosis before providing additional support. That is not necessarily the case. Children can benefit from targeted support for emerging literacy skills even when the cause of their difficulty has not yet been formally established. Activities that build phonological awareness, sound-symbol knowledge, vocabulary, and early decoding skills can be incorporated into instruction and everyday activities.
For example, parents can:
Play rhyming games
Identify beginning and ending sounds
Clap syllables
Practice blending sounds
Read books together
Talk about unfamiliar vocabulary
Play sound-based games in the car
Practice letter-sound connections
Encourage children to manipulate sounds in words
These activities should be enjoyable rather than high-pressure.
The goal is to build skills—not to turn every family interaction into a lesson.
Avoid Waiting for Failure
One of the most important lessons from early identification is that children do not have to experience significant academic failure before adults take their concerns seriously. If a child is already showing persistent difficulty with foundational language and literacy skills, early support can be valuable.
Waiting until a child has developed strong avoidance, frustration, low confidence, or a belief that they are “bad at reading” can make intervention more complicated. Early identification also allows adults to protect a child's self-concept. Instead of repeatedly hearing: “You're behind.” A child can hear: “We've noticed that reading is taking more effort for you. We're going to figure out how your brain learns best and give you the support you need.” That is a very different message.
A Strengths-Based Perspective
As with the previous posts in this series, it is important to look at the whole child.
A child may struggle with phonological awareness while demonstrating exceptional curiosity. They may have difficulty remembering letter sounds while having excellent visual-spatial skills. They may struggle to retrieve words quickly while telling elaborate stories. They may have difficulty with early literacy while demonstrating strong reasoning and problem-solving. Early literacy difficulties do not erase these strengths. In fact, recognizing strengths can help parents and educators understand that a child is not defined by the skills that are currently difficult.
The earliest signs of dyslexia may appear before a child becomes an independent reader. Parents may notice persistent difficulty with rhyming, phonological awareness, learning letter names and sounds, retrieving familiar words, or remembering verbal sequences. Other children may show difficulties with early writing, vocabulary learning, or following multi-step verbal directions.
None of these signs, by themselves, means a child has dyslexia. What matters is the pattern, persistence, and impact of the difficulties.
Early awareness gives parents an opportunity to monitor development, communicate with educators, and seek additional support when appropriate. Most importantly, it can help children receive support before reading difficulties become a major source of frustration. And that connects directly to the message of our previous post: when reading requires more effort, the solution is not simply to tell a child to try harder. Sometimes the most helpful question is: “What foundational skill is making reading harder than it needs to be?” Identifying that skill—and providing appropriate instruction and support—can change the trajectory of a child's experience with reading.
In the next post in this Dyslexia Awareness Month series, we'll explore dyslexia across the lifespan, including what aspects change and what remains the same (or similar).
ADHD - Autism - Executive Functioning - Learning Disorders
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