{"id":172,"date":"2020-04-11T14:49:31","date_gmt":"2020-04-11T14:49:31","guid":{"rendered":"https:\/\/www.learningtoolsfordyslexia.com\/?p=172"},"modified":"2020-04-23T16:09:25","modified_gmt":"2020-04-23T16:09:25","slug":"test-for-dyslexia-37-common-traits","status":"publish","type":"post","link":"https:\/\/www.learningtoolsfordyslexia.com\/test-for-dyslexia-37-common-traits\/","title":{"rendered":"Test for Dyslexia: 37 Common Traits"},"content":{"rendered":"\n<p>Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">General:<\/h3>\n\n\n\n<ul><li>Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.<\/li><li>Labelled lazy, dumb, careless, immature, \u201cnot trying hard enough,\u201d or \u201cbehavior problem.\u201d<\/li><li>Isn\u2019t \u201cbehind enough\u201d or \u201cbad enough\u201d to be helped in the school setting.<\/li><li>High in IQ, yet may not test well academically; tests well orally, but not written.<\/li><li>Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.<\/li><li>Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.<\/li><li>Seems to \u201cZone out\u201d or daydream often; gets lost easily or loses track of time.<\/li><li>Difficulty sustaining attention; seems \u201chyper\u201d or \u201cdaydreamer.\u201d<\/li><li>Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Vision, Reading, and Spelling:<\/h3>\n\n\n\n<ul><li>Complains of dizziness, headaches or stomach aches while reading.<\/li><li>Confused by letters, numbers, words, sequences, or verbal explanations.<\/li><li>Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and\/or words.<\/li><li>Complains of feeling or seeing non-existent movement while reading, writing, or copying.<\/li><li>Seems to have difficulty with vision, yet eye exams don\u2019t reveal a problem.<\/li><li>Extremely keen sighted and observant, or lacks depth perception and peripheral vision.<\/li><li>Reads and rereads with little comprehension.<\/li><li>Spells phonetically and inconsistently.<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Hearing and Speech:<\/h3>\n\n\n\n<ul><li>Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.<\/li><li>Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Writing and Motor Skills:<\/h3>\n\n\n\n<ul><li>Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.<\/li><li>Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and\/or gross motor skills and tasks; prone to motion-sickness.<\/li><li>Can be ambidextrous, and often confuses left\/right, over\/under.<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Math and Time Management:<\/h3>\n\n\n\n<ul><li>Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.<\/li><li>Computing math shows dependence on finger counting and other tricks; knows answers, but can\u2019t do it on paper.<\/li><li>Can count, but has difficulty counting objects and dealing with money.<\/li><li>Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Memory and Cognition:<\/h3>\n\n\n\n<ul><li>Excellent long-term memory for experiences, locations, and faces.<\/li><li>Poor memory for sequences, facts and information that has not been experienced.<\/li><li>Thinks primarily with images and feeling, not sounds or words (little internal dialogue).<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Behavior, Health, Development,&nbsp;and Personality:<\/h3>\n\n\n\n<ul><li>Extremely disorderly or compulsively orderly.<\/li><li>Can be class clown, trouble-maker, or too quiet.<\/li><li>Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).<\/li><li>Prone to ear infections; sensitive to foods, additives, and chemical products.<\/li><li>Can be an extra deep or light sleeper; bedwetting beyond appropriate age.<\/li><li>Unusually high or low tolerance for pain.<\/li><li>Strong sense of justice; emotionally sensitive; strives for perfection.<\/li><li>Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.<\/li><\/ul>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><em>From &nbsp;<a href=\"https:\/\/www.dyslexia.com\/about-dyslexia\/signs-of-dyslexia\/test-for-dyslexia-37-signs\/\" target=\"_blank\" rel=\"noreferrer noopener\">Test for Dyslexia \u2013 37 Common Traits<\/a><\/em><br><em>\u00a9 1992 by Ronald D. Davis; Used with Permission<\/em><\/p>\n\n\n\n<p><em>From Dyslexia the Gift web site,&nbsp;<a href=\"https:\/\/www.dyslexia.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">www.dyslexia.com<\/a><br>\u00a9 Davis Dyslexia Association International<br>Reprinted with Permission<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency. General: Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level. Labelled lazy, dumb, careless, immature, \u201cnot trying hard enough,\u201d&hellip;<\/p>\n","protected":false},"author":1,"featured_media":294,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/posts\/172"}],"collection":[{"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/comments?post=172"}],"version-history":[{"count":0,"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/posts\/172\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/media\/294"}],"wp:attachment":[{"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/media?parent=172"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/categories?post=172"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learningtoolsfordyslexia.com\/wp-json\/wp\/v2\/tags?post=172"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}