Recognizing Signs of a Specific Learning Disorder (SLD) in Reading (Dyslexia)
Author: Sasha Hatfield, M.S., Doctoral Student + Care Team Member
Published: June 2025
Reading is a foundational skill that supports a child’s academic success, vocational outcomes, and overall confidence. For some children, learning to read is a frustrating and confusing process. If your child seems to struggle more than their peers when learning to read, they may be showing early signs of a Specific Learning Disorder (SLD) in reading (dyslexia). Understanding the early signs of SLD and knowing how to support your child at home can make a difference.
What Is an SLD in Reading (Dyslexia)?
A Specific Learning Disorder (SLD) in reading (dyslexia) is a neurodevelopmental disorder that affects the brain’s ability to process written language. It is not due to lack of intelligence and with the right support, children with SLD can thrive.
Signs to Look For
While every child is different, here are some common early warning signs that may appear.
Difficulty with Rhyming: Struggling to recognize or produce rhyming words in songs, books, or games.
Challenges with Letter Recognition: Difficulty recognizing and naming letters of the alphabet.
Trouble with Sound Awareness: Difficulty understanding that words are made up of individual sounds (e.g., may have trouble identifying words that start or end with a particular sound)
Mixing Up Sounds or Letters: Confusing the order of sounds in words, or transposing letters (e.g., saying "aminal" instead of "animal").
Difficulty Connecting Letters to Sounds: Trouble learning the sounds that letters represent, or difficulty blending sounds together to form words.
Problems with Phonemic Awareness: Difficulty breaking words into their component sounds (e.g., trouble saying the sounds of the word “dog” as “d-o-g”).
Struggles with Sight Words: Difficulty memorizing common, high-frequency words (e.g., “the” “said”) that don't follow typical phonetic patterns.
Slow or Labored Reading: Reading significantly slower than peers, often with frequent hesitations and/or guessing, despite sufficient quality instruction.
Reading Anxiety: Frustration, reluctance, or anxiety regarding reading, especially reading aloud, even with encouragement or support.
Letter Reversals or Transpositions: Letter reversals such as mistaking “b” for “d” or “p” for “q” are common in young developing readers. However, if these difficulties persist beyond 2nd grade, they may be indicative of a reading disorder, especially when other reading difficulties are present.
Spelling Difficulties: Struggling to spell common words correctly, or frequently spelling words phonetically (e.g. “kak” for “cake”), even after high-quality reading instruction and practice opportunities.
Limited Vocabulary Growth: Struggling to understand new or more complex words encountered in reading, which may affect comprehension and expression.
Poor Reading Comprehension: Difficulty understanding or remembering what they read, even when reading fluently or decoding accurately.
Overreliance on Background Knowledge: Using prior knowledge to guess words or the meaning of a text without truly understanding what the passage says.
If several of these signs persist, it may be time to consult with your child’s teacher or a specialist for further assessment.
When to Seek a Professional Evaluation
If your child continues to struggle despite quality instruction and extra support, a psychoeducational evaluation by a psychologist can clarify their learning difficulties and determine whether an SLD in reading is present. This evaluation can open the door to more targeted interventions and accommodations.
Interventions for Reading-Based SLDs
If your child has been diagnosed with an SLD in reading, or is showing persistent signs of difficulty, specialized multisensory instruction can make a significant difference. These interventions go beyond typical classroom instruction and are often delivered in an intensive format by specially trained reading specialists, speech-language pathologists, or educational therapists.
Orton-Gillingham Approach
What It Is: A structured, sequential, and multisensory method designed for students with reading disabilities.
Why It Works: It breaks reading down into clear, step-by-step skills using sight, sound, and touch to reinforce learning.
Who Uses It: Reading specialists, dyslexia interventionists, private tutors.
Programs Based on OG:
Wilson Reading System (WRS)
Barton Reading and Spelling System
Lindamood-Bell
Take Flight
How Parents Can Support at Home
You don’t need to be a reading expert to make a meaningful impact at home. Here are some evidence-based, parent-friendly strategies:
1. Read Aloud—Every Day
Reading aloud builds vocabulary, models fluent reading, and keeps your child engaged with stories even if decoding is hard. Let your child pick books that interest them, and make reading an enjoyable, low-pressure routine.
2. Play with Sounds
Phonological awareness is the ability to hear and manipulate sounds in words—a key building block for reading, especially for young developing readers. Play word games that involve:
Rhyming (e.g., “What rhymes with cat?”)
Segmenting (e.g., “What sounds do you hear in dog?”)
Blending (e.g., “Can you put these sounds together: /m/ /a/ /t/?”)
Substituting (e.g., “If I change /c/ in “can” to /t/ what word do I have?)
3. Use Engaging, Multisensory Activities
Help your child connect letters and sounds using sight, touch, and movement. For example:
Use sand or shaving cream to write letters or words while saying the sound/word
Write letters with sidewalk chalk and jump on them as you say the sound
Use magnetic letters for building words together
4. Keep a Positive, Encouraging Tone
Children with reading difficulties often internalize feelings of frustration or shame. Celebrate effort and progress. Praise perseverance and avoid comparing your child to peers or siblings.
Final Thoughts
Early identification and intervention are key for SLD (dyslexia). With patience, the right tools, and a collaborative team of caregivers and educators, children with reading difficulties can thrive. If you have concerns, trust your instincts—it’s never too early to seek answers and support.
Additional Websites and Resources
https://www.readingrockets.org/topics/struggling-readers
https://imse.com/digital-resources/?categories=38
