Dyslexia Checklist for Teachers

This checklist is designed to be used as a first step for identifying dyslexic tendencies. This may
guide the follow-up action you wish to take, for example obtaining a referral for dyslexia screening
assessments. Results should be recorded and viewed on a scale, from few or no tendencies (1) to the
regular occurrence of these tendencies (5), keeping in mind that some children who are not dyslexic
may also display some of these tendencies.

Date: Name of Individual Being Tested: D.O.B: Person Completing Screening:

Low High Reading

1 2 3 4 5 Struggles to ‘hear’ sounds.

Is noticeably inconsistent when reading, e.g. recognising a word then later

1 2 3 4 5
making errors with the same word.

1 2 3 4 5 Is working at a significantly lower reading level than that of their peers.

1 2 3 4 5 Is a slow reader or makes unexpected errors when reading aloud.

1 2 3 4 5 Finds it difficult to keep track of their place when reading.

1 2 3 4 5 Reports that words are moving around on the page.

1 2 3 4 5 Is reluctant to read, whether to themselves or aloud to a teacher or the class.

1 2 3 4 5 Reads a word, then fails to recognise or read it again later in the text.

1 2 3 4 5 Struggles to remember what has been read.

1 2 3 4 5 Struggles to copy information down when reading from the board.

Disclaimer: We hope you find the information in this resource and on our website useful. As far as possible, the contents of this blog/resource are reflective of current professional research. However, please
be aware that every child with dyslexia is different and information can quickly become out of date. The information in this resource is not a substitute for, nor does it replace, professional medical advice,
diagnosis, or treatment. Always consult with your physician or other qualified health-care professional or educational consultant for questions about the health and education of your child.

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 Dyslexia Checklist for Teachers

1 2 3 4 5 Is excessively tired after a reading or spelling session.

Low High Spelling

1 2 3 4 5 Forgets how to spell short and familiar words.

1 2 3 4 5 Mixes the order of letters when spelling words.

1 2 3 4 5 Struggles to spell unfamiliar words.

1 2 3 4 5 Has difficulty with phonemes.

1 2 3 4 5 Spells words in inconsistent ways.

Low High Writing

Is able to speak articulately about a story or answer but struggles to put it

1 2 3 4 5
into writing.

1 2 3 4 5 Struggles recording ideas on paper when writing.

1 2 3 4 5 Struggles taking notes.

1 2 3 4 5 Reverses letters and numbers, e.g. writes 15 for 51, b for d, etc.

1 2 3 4 5 Has poor handwriting and/or struggles to hold the pen/pencil correctly.

1 2 3 4 5 Has difficulty writing fluently.

Makes mistakes when writing, including letter reversals, confused starting

1 2 3 4 5
points and irregular size.

1 2 3 4 5 Can answer questions orally but has difficulty writing the answers down.

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 Dyslexia Checklist for Teachers

Low High Memory

1 2 3 4 5 Forgets names of familiar people or objects.

1 2 3 4 5 Struggles to recall items from a list.

1 2 3 4 5 Can find learning things by rote difficult.

1 2 3 4 5 Loses train of thought easily.

1 2 3 4 5 Has difficulties carrying out three instructions in sequence.

1 2 3 4 5 Struggles to learn sequences such as days of the week or the alphabet.

1 2 3 4 5 Struggles to remember sequential routines.

1 2 3 4 5 Quickly forgets newly learned skills (poor short term/working memory).

Low High Behaviour/Other

1 2 3 4 5 Other members of the family have similar difficulties.

1 2 3 4 5 Is distracted easily by background noise.

1 2 3 4 5 Is disruptive to the class, especially when completing literacy-based tasks.

1 2 3 4 5 Has difficulties with coordination.

1 2 3 4 5 Has difficulties with organisation.

1 2 3 4 5 Has difficulties with distinguishing between left and right.

1 2 3 4 5 Has trouble learning nursery rhymes or songs.

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 Dyslexia Checklist for Teachers

1 2 3 4 5 Struggles with mental arithmetic or learning times tables.

1 2 3 4 5 Seems to struggle with maths and/or understanding terminology in maths.

1 2 3 4 5 Seems bright in some ways but unexpectedly struggles in others.

Will become more ‘off task’ when working on literacy activities, e.g. taking
1 2 3 4 5
trips to the toilet, talking to peers.

1 2 3 4 5 Has anxiety about or negative attitude towards literacy.

Seems to get frustrated easily or suffers unduly with stress and/or low
1 2 3 4 5
self-esteem.

Needs an unexpected amount of support and/or time with classwork

1 2 3 4 5
and homework.

1 2 3 4 5 Is excessively tired after a day at school.

1 2 3 4 5 Creates a reduced quantity of work completed compared to peers.

1 2 3 4 5 Has difficulties understanding time and tense.

Has a talent for visual and/or kinaesthetic learning activities but struggles
1 2 3 4 5
with other tasks.

Additional Notes/Observations

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