What Are the Early Signs of Dyslexia Parents Often Notice?

Most parents do not start out worried about dyslexia.

They start with a feeling that something does not quite line up.

Their child is curious, talkative, imaginative, or thoughtful, but learning to read feels harder than it should. Reading practice does not seem to help the way everyone says it will. Progress feels slow, uneven, or exhausting.

If you are noticing early reading struggles and wondering whether dyslexia could be part of the picture, you are not alone. Research shows that many parents notice early red flags years before schools raise concerns or testing is discussed.

Short Answer: What Are the Early Signs of Dyslexia?

The early signs of dyslexia often appear in language development before reading begins. Parents may notice ongoing difficulty with rhyming, learning letter sounds, remembering verbal information, slow or effortful reading progress, persistent spelling difficulties, and strong listening comprehension paired with weak independent reading. What matters most is not a single sign, but patterns that persist over time and do not improve with typical instruction.

Early Signs of Dyslexia Can Appear Before Reading Begins 

One of the most misunderstood aspects of dyslexia is when it starts.

Research from the Yale Center for Dyslexia & Creativity shows that dyslexia does not begin with reading failure. Early signs often appear much earlier, during spoken language development.

Some children who later struggle with reading showed early differences in how they:

• learned to talk

• noticed sounds in words

• remembered verbal information

• followed multi-step directions

These early signs are often overlooked because they do not look like reading problems. They are frequently explained as immaturity or personality differences.

What matters most is not a single delay, but patterns that persist over time.

Early Dyslexia Clues in Preschool and Kindergarten

Not every child with early language challenges has dyslexia. However, clusters of these signs that do not resolve with time are worth paying attention to.

Language and Sound Awareness

Parents may notice that their child:

• had delayed speech or ongoing trouble pronouncing words

• struggled to learn nursery rhymes or song lyrics

• had difficulty recognizing or producing rhymes

• found it hard to break words into parts, such as clapping syllables or identifying beginning sounds

Research consistently shows that dyslexia is language-based, with particular difficulty in phonological processing. This is emphasized by both Yale researchers and the International Dyslexia Association.

Memory and Sequencing Challenges

Some children:

• struggle to remember names, routines, or sequences

• forget verbal instructions quickly

• need repeated exposure to learn new words

This is not laziness or lack of effort. It reflects how language information is processed and stored. These challenges often appear early and can affect later reading development.

When Reading Instruction Starts and Progress Still Feels Slow

Concerns often become clearer in kindergarten or first grade.

Parents frequently notice that their child:

• struggles to learn letter sounds

• guesses at words instead of sounding them out

• avoids reading or becomes easily frustrated

• reads slowly and with great effort

• understands stories well when read aloud but struggles to read independently

That last pattern is especially important. Strong listening comprehension paired with weak independent reading is a well-documented early sign of dyslexia. Research summarized in Overcoming Dyslexia highlights this gap as a common profile in children with dyslexia.

This pattern is not about intelligence or motivation. It reflects how the brain processes written language.

Early Spelling and Writing Difficulties

Spelling is often even harder than reading for children with dyslexia.

Parents may see:

• spelling words the way they sound, such as “lik” for like

• inconsistent spelling of the same word

• difficulty getting ideas onto paper

• short or incomplete written responses

These struggles often persist despite effort and practice and are frequently one of the earliest academic signs parents notice.

Emotional and Behavioral Signs Parents Notice

As reading becomes more difficult, emotional signs often appear.

Children may:

• avoid reading

• cry or shut down during homework

• complain of stomachaches or headaches before school

• describe themselves as “bad readers”

Research cautions against viewing these behaviors as the cause of reading difficulty. In most cases, they are responses to repeated struggle, not the root problem. Early support can reduce both academic and emotional stress.

Patterns Matter More Than Any Single Sign

Dyslexia is not identified by one behavior or one moment in time.

Many children:

• reverse letters early

• struggle briefly with reading

• need extra practice

That alone does not indicate dyslexia.

What matters is when multiple difficulties persist, interfere with learning, and do not improve with typical instruction. Current guidance from the International Dyslexia Association emphasizes response to instruction rather than waiting for a child to fall far behind.

Family History and Dyslexia Risk

Dyslexia often runs in families.

If you or a close relative struggled with reading, spelling, or school, your child may be at higher risk. Research consistently identifies family history as one of the strongest predictors of dyslexia. Parents are often the only ones who know this background, and it matters.

Noticing Early Signs Does Not Mean Diagnosing Dyslexia

Recognizing early red flags is not the same as diagnosing dyslexia.

It means:

• paying attention

• asking better questions

• understanding what supports learning

• acting before frustration and failure build

Early support benefits children whether or not they ever receive a formal diagnosis.

A Final Reassurance

If this post sounds familiar, it does not mean you missed something. It does not mean your child is not trying. And it does not mean it is too late.

It means you are noticing patterns. That is a strength.

Future posts will address common parent questions about testing, school responses, and what actually helps children who struggle with reading.

Not sure what your next step should be?

If you’re noticing persistent reading struggles and want help thinking through what might help your child, I offer one-on-one consultations for parents. There’s no pressure or commitment, just clear guidance based on research and experience.

Book a Free Consultation

About the Author

Hi, I’m Heidi. I am a licensed Reading Specialist and a Wilson Dyslexia Practitioner with over 20 years of experience in education. Since 2022, I have been supporting children with dyslexia and spelling challenges both online and in person through private practice, working with students in grades 2–12 in the United States and with international school students around the world.

My goal is to make this journey less overwhelming and more empowering for families, helping children gain confidence and success in reading and spelling.

Connect with Heidi at Successfuldyslexiatutoring.com or on Linked in.

Research and References 

This post reflects current research and guidance from leading dyslexia researchers and organizations, including:

• Yale Center for Dyslexia & Creativity Early Clues to Dyslexia; Signs of Dyslexia https://dyslexia.yale.edu
  

• International Dyslexia Association What Every Family Should Know: The IDA Dyslexia Handbook and IDA fact sheets https://dyslexiaida.org
  

• Overcoming Dyslexia Shaywitz, S. (2003). Overcoming Dyslexia. New York: Knopf.