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Primary Dyslexia Checklist

This checklist is designed to help identify potential signs of dyslexia in primary school children. It covers common challenges that children with dyslexia may face in their learning and daily school activities.

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Please review each statement and select how often it applies to the child using the scale provided. This checklist is a screening tool and not a formal diagnosis. If the results suggest moderate or strong indicators of dyslexia, it may be helpful to seek further assessment from a qualified professional.
 

For each statement below, please select how often it applies to the child using this scale:

1 = Never/Rarely
2 = Sometimes
3 = Often/Always

1. Finds reading challenging.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
2. Reads slowly, hesitantly, and with noticeable effort.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
3. Often skips words or loses place when reading aloud.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
4. Struggles to understand what is read independently.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
5. Finds it hard to remember common sight words.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
6. Struggles to break down words into sounds for reading (decoding).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
7. Understands stories when heard but struggles when reading them independently.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
8. Struggles to identify individual sounds in words (phonemic awareness).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
9. Struggles to learn letter names and their corresponding sounds.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
10. Has difficulty recognising or creating rhyming words.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
11. Finds writing tasks challenging.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
12. Expresses ideas well verbally but struggles to write them down.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
13. Has difficulty copying accurately from the board.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
14. Becomes easily tired during writing or copying tasks.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
15. Does not notice spelling errors in own writing..
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
16. Uses phonetic spelling (e.g., writes "frend" instead of "friend").
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
17. Has difficulty spelling common words correctly.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
18. Finds planning and organising writing tasks difficult.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
19. Processes information slowly (e.g., needs extra time for instructions).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
20. Has trouble remembering sequences (e.g., steps in a task).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
21. Finds sequencing tasks hard (e.g., ordering days of the week).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
22. Finds it hard to learn new vocabulary words.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
23. Has difficulty recalling words during conversations.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
24. Has difficulty planning and organizing tasks.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
25. Often appears disorganized with belongings and schoolwork.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
26. Confuses directions (e.g., left/right, up/down).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
27. Finds mental arithmetic challenging.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
28. Has difficulty learning multiplication tables.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
29. Has trouble reading written maths instructions.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
30. Becomes easily tired during reading tasks.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
31. Has difficulty maintaining concentration; is easily distracted.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
32. Shows low self-esteem during reading and writing activities.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
33. Avoids tasks that involve books or reading materials.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
34. Displays avoidance behaviors during literacy tasks (e.g., procrastinates, distracts).
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
35. Appears isolated or withdrawn in group settings.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always
36. Seems unmotivated or disengaged during classroom activities.
1 = Never/Rarely
2 = Sometimes
3 = Often/Always

Scoring Guide 

Total Possible Score: 36 to 108 
36–60 points (Mostly 1s): Low likelihood of dyslexia. 
61–84 points (Mostly 2s): Moderate indicators of dyslexia; consider further assessment. 
85–108 points (Mostly 3s): Strong indicators of dyslexia; professional evaluation recommended. 

Next Steps 
Low Likelihood (36–60 points): 

  • Continue to support the child's learning as usual. 

Moderate Indicators (61–84 points): 

  • Observe the child further. 

  • Consider discussing your observations with a specialist. 

Strong Indicators (85–108 points): 

  • Seek a professional assessment with Dyslexia Help UK.


Important Notes 
Purpose of the Checklist: 
This checklist is a screening tool designed to identify signs that may indicate dyslexia in primary school children. 

Not a Diagnostic Tool: 

  • It is not a formal diagnosis. Only a qualified professional can diagnose dyslexia. 

  • Early Intervention Matters: 

  • Early identification and support can significantly improve a child's learning experience and confidence. 

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