Does your preschool or kindergarten child have difficulty:

• Pronouncing words (saying famingo instead of flamingo)

• Learning nursery rhymes 

• Sitting still while listening to stories

• Paying attention

• Learning the alphabet and letter sounds

• Remembering sequences such as days of the week

• Following multiple directions

• Is your child confused with the concepts of today, tomorrow and yesterday?

• Recognizing common sight words

• Recognizing the initial sounds in words. (What is the first sound you hear in the word cat? /k/)

• Recognizing ending sounds(What is the last sound you hear in the word cat? /t/)

• Recognizing the medial sounds in words (Say the word cat, what sound do you hear in the middle of the word?)

• Deleting parts of words (Say the word cat, now say cat without the /k/, what is left? /at/). Say the word bait without the /t/ what is left? bay.

• Being able to manipulate sounds in words (i.e. Say the word cat, change the /k/ to /b/ what is the new word?)

• Choosing specific words when trying to explain their thinking

If you answered yes to some of these questions. I can help! Early intervention can build your child's confidence, and ensure your child is getting the support needed to thrive academically.

In Sally Shaywitz's book, Overcoming Dyslexia, she discusses some of the strengths of dyslexic children, including: 

• Great imagination

• Curiosity

• Ability to figure things out; gets the gist of things

• Eager embrace of new ideas

• A good understanding of new concepts

• Surprising maturity

• A larger vocabulary than typical for age group

• Enjoys solving puzzles

• Talent for building models

• Excellent comprehension of stories read or told to him

© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123

Does your school-aged child :

• Have difficulty concentrating 

• Have trouble following directions

• Have slow processing skills

• Speak or write slowly

• Forget or confuse words

• Have difficulty putting things in sequential order

• Have difficulty properly forming letters

• Produce work with spelling errors

• Spell with inconsistencies throughout one writing piece (ex. where, were, wear, wair)

• Have reversals when writing

• Confuse letters that look similar (belly letters: b/d, p/g, p/q, ).

• Confuse the order of letters when writing a word (ie. elbow for below)

• Start writing in the middle of the page instead of beginning their writing  by the margin

• Have difficulty blending letters into words

• Read slowly and labor over words when reading

• Struggle with syllable division and word beginnings and or word endings

• Lack of expression when reading

• Is your child reluctant to read

• Does your child avoid reading

• Omit or add words when reading

• Looks only at the beginning of a word and then guesses the rest

• Replaces words when reading (ex. Instead of the word puppy does your child read dog?)

• Not recognizing familiar words when reading

• Summarize a story with key details

• Is the quality of your child's written work not as strong as their verbal abilities

• Does your child avoid reading?

If you answered yes to some of these questions, we can help!