If you’ve ever wondered why a bright, articulate child struggles with reading, you’re not alone. Many Roberts Academy parents reported a gap between their children’s intelligence and their ability to read until they learned more about dyslexia.
Dyslexia is one of the most common learning differences, affecting approximately 15-20% of the population.
It is a language-based learning difference that impacts reading, spelling, and writing skills, and early identification is critical because research shows that timely intervention can significantly improve outcomes for children with dyslexia.
This guide will help parents and educators recognize early signs of dyslexia in children, particularly in grades 1-6, and provide evidence-based insights into the next steps.
Dyslexia is not a problem with vision or intelligence. Instead, it is a difference in how the brain processes language. According to the International Dyslexia Association (IDA), dyslexia is characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities.
If you’ve ever heard a child say, “I just can’t read like my friends,” it may be more than just frustration—it could be dyslexia. These challenges often stem from a deficit in phonological processing, meaning children with dyslexia struggle to recognize and manipulate the sounds in spoken words.
Dyslexia signs can emerge as early as preschool, but they often become more apparent when a child begins formal reading instruction. If you’re a parent or teacher wondering whether a struggling reader needs extra support, watch for these key signs:
Phonemic awareness is the ability to identify and manipulate sounds in words. A child with dyslexia may:
As students progress through elementary school, dyslexia may manifest in more complex ways. If your child seems to struggle more with schoolwork as they get older, these signs may be clues:
Brain imaging research has shown that dyslexic individuals process language in different areas of the brain compared to non-dyslexic readers. The left hemisphere, particularly areas responsible for phonological processing, shows less activation in dyslexic brains, which explains why reading and spelling can be challenging.
But here’s the good news: With structured literacy interventions, such as the Orton-Gillingham Approach used at Roberts Academy, children can develop stronger reading skills by using multisensory and phonics-based strategies.
TJ is a 2nd-grade student at Roberts Academy. His dyslexia journey was filled with moments of self-doubt, and he believed he wasn’t “smart” like the other kids in his class.
He exhibited many of the early signs of dyslexia – difficulty with reading, a lack of confidence, and frustration during academic tasks—which are often key indicators that a child may need specialized support to thrive in school.
At Roberts Academy, TJ receives the specialized attention and nurturing he needs to grow in confidence and ability. By focusing on individualized instruction in a supportive environment, TJ is overcoming these early challenges and begining to view his learning journey in a more positive light.
TJ’s mother, Katrina, said her son now approaches his homework with excitement, is no longer afraid to be wrong, and feels empowered by his newfound ability to read and interact with the world around him.
His progress reflects the transformative impact of a learning environment tailored to dyslexic students’ needs.
Read TJs story here.
Recognizing the early signs of dyslexia can make a profound difference in a child’s academic journey. If you’ve been wondering whether your child’s reading struggles are more than just a phase, trust your instincts. With early identification, structured interventions, and ongoing support from parents and educators, children with dyslexia can thrive.
Don’t wait—take the first step today by seeking an evaluation or talking to your child’s teacher about their reading development.
Located in Macon, Georgia, Roberts Academy is Georgia’s only school for children with dyslexia outside of Metro Atlanta.
The Academy uses the Orton-Gillingham Approach – an evidence-based way of teaching reading, writing, and spelling proven to work for students who face the learning challenges often associated with dyslexia.
Because all children who attend the Academy have a dyslexia diagnosis, students feel an instant sense of belonging. This sense of community, combined with academic success, quickly leads to improved confidence and self-esteem.
Students can attend the Academy until they have mastered the skills to accommodate their learning differences and are prepared to succeed in a traditional classroom setting. To learn more about Roberts Academy, schedule a tour or visit our website.
