What are the red flags for dyslexia in the elementary classroom?
Last updated:
You’ve watched that bright student freeze when you call on them to read aloud, noticed how they suddenly need the restroom when reading groups begin, seen the light dim in their eyes when they compare their reading to classmates. You’ve wondered if you should say something to the parents, but worried you might be overreacting or stepping outside your role. That instinct to notice, to wonder, to want more for that student isn’t overreaction. It’s exactly the kind of awareness that changes children’s lives. And if you’ve ever stayed late wondering which signs really matter and what you can actually do, you’re not alone in that questioning.
TL;DR
Watch for phonological awareness gaps: difficulty rhyming, struggling with letter-sound connections, and forgetting phonics patterns despite practice
Strong listening comprehension paired with poor reading comprehension signals a likely reading difference
Avoidance behaviors during reading time reveal emotional weight, not laziness or lack of motivation
Document specific patterns to support productive conversations with families and specialists
Brain research shows reading skills can develop at any age with appropriate systematic instruction
Why Early Identification Matters for Reading Development
As a teacher, you see things that no assessment can capture. You notice which students freeze when called on to read aloud, which ones avoid books during free time, and which bright, capable children seem to work twice as hard as their peers for half the results. These observations matter more than you might realize. Brain imaging research shows that children who receive early reading intervention develop the same neural pathways as proficient readers. The window for optimal intervention is wide open during the elementary years, making your classroom observations powerful tools for change.
The challenge is knowing what to look for. Reading differences don’t always announce themselves with obvious signs. A child developing reading skills may compensate through memorization, context clues, or sheer determination. Understanding the specific patterns that indicate a child needs more support helps you advocate effectively for your students while connecting families with resources like the Learning Success Dyslexia Screener that can provide clarity.
Reading differences typically show up in specific, recognizable ways. Watch for students who struggle with phonological awareness, the ability to hear and work with sounds in language. These students may have difficulty rhyming, struggle to break words into syllables, or confuse similar-sounding words. During phonics instruction, they may not retain letter-sound relationships despite repeated practice, or they may sound out the same word correctly one moment and forget it the next.
Fluency patterns also reveal important information. Students building reading skills often read word-by-word without expression, lose their place frequently, or tire quickly during reading activities. You may notice them guessing at words based on first letters or pictures rather than decoding. Strong listening comprehension paired with poor reading comprehension is a significant indicator. These students understand complex ideas when you read aloud but struggle to access the same content independently. The science behind phonological processing explains why some students find letter-sound connections particularly challenging.
Author Quote"
Brain imaging studies show that after just 12 weeks of targeted intervention, struggling readers show activation patterns in reading-related brain regions that match those of proficient readers.
"
Laura LurnsLearning Success Expert
Expert Insight:Neuroimaging research reveals that struggling readers show reduced activation in left-hemisphere reading networks. However, after systematic phonics-based intervention, these same brain regions activate as strongly as proficient readers, demonstrating that reading ability is built through instruction, not born.
Beyond Reading: Additional Signs to Notice
Reading differences often show up in unexpected places. Spelling errors that seem random or inconsistent, despite knowing the correct spelling moments before, can indicate challenges with visual memory. Difficulty copying from the board, even when the student sits close, may point to visual processing differences. Watch for students who know information but struggle to get it on paper, particularly during timed tasks.
Behavioral patterns matter too. Students who suddenly need to use the restroom when reading time begins, who act out during language arts, or who call themselves “stupid” despite showing intelligence in other areas may be signaling reading-related struggles. Avoidance behaviors are protective mechanisms, not character flaws. A student who reads at home with a parent but freezes in classroom settings may be experiencing reading anxiety built from accumulated difficulty. These emotional signs deserve the same attention as academic indicators.
Key Takeaways:
1
Early intervention creates lasting neural changes in developing readers
2
Phonological awareness difficulties are the most common indicator of reading differences
3
Avoidance behaviors and emotional responses are important signals, not character flaws
Supporting Students While Seeking Additional Evaluation
Your observations create a foundation for productive conversations with families and specialists. Document specific patterns you notice: which phonics patterns cause confusion, how the student performs with oral versus written tasks, and what accommodations seem helpful. This concrete information helps families access appropriate resources and support while advocating for their children.
While formal evaluation provides important information, remember that students don’t need a label to receive support. Systematic, explicit phonics instruction benefits all developing readers and is essential for those building reading skills. Small group interventions, multisensory approaches, and extended practice time help many students make significant progress. The brain remains remarkably capable of building new reading pathways throughout childhood. Research on reading development confirms that with appropriate instruction, students who struggle early can become confident readers. Your classroom provides the daily practice opportunities that create real change.
Author Quote"
Children who learn to read later show no difference in comprehension by age 11 compared to early readers, but demonstrate greater reading enjoyment and intrinsic motivation.
"
Here’s what I believe: teachers are the first line of identification, not the last. Your daily observations matter more than any single assessment, and your instincts about struggling students deserve to be trusted. The traditional wait-to-fail approach, where we watch children fall further behind before intervening, wastes the years when brain plasticity is at its peak. You don’t have to wait for formal testing to provide systematic support. You don’t need permission to share what you’re seeing with families who need to hear it. Every child’s brain is capable of building the neural pathways for reading success, but they need advocates who notice early and act with confidence. Start your free trial of the Learning Success All Access Program and discover resources you can share with families who are ready to stop waiting and start helping.
Is Your Child Struggling in School?
Get Your FREE Personalized Learning Roadmap
Comprehensive assessment + instant access to research-backed strategies
Cancel anytime during your 7-day free trial—no risk.
References
National Reading Panel - Systematic Phonics Instruction Meta-Analysis - Explicit, systematic phonics instruction significantly improves reading outcomes for all students, particularly those with reading difficulties
Stanford University Neuroimaging Studies - Brain Activation in Reading Development - Targeted reading intervention creates measurable changes in neural activation patterns within 12 weeks
International Dyslexia Association - Early Identification Guidelines - Early signs of reading differences appear before formal testing is typically conducted, making classroom observation essential
