If you’re here on this blog, you’re probably fairly aware of what dyslexia looks like by now (and even if you’re not quite there yet, this handy breakdown from The Dyslexia Association can help out). On the whole, we tend to conceptualise dyslexia as primarily something that has an impact on reading and writing skills – and whilst it can have other effects in an individual’s life, this is one of the main foundations on which we build our cases for assessment and support in children. We look in kids exercise books, at their reading records, at how they break down and construct words as they read and speak – and in many cases, this is great. It gives us a solid basis on which to look at dyslexia as a potential factor in a child’s individual development and a change to intervene and make sure they get the support they need.
But what about those children whose dyslexia doesn’t manifest typically – those who are outwardly very confident around learning; those who have strong masking skills, those who don't tend to voice their needs, or are more private in their personalities?
Dyslexia is a deeply personal condition, and it manifests differently in almost everybody. There are symptoms that are common, those that are less common, and those that are rare, and everybody will end up with a different combination. We need to know what dyslexia looks like in a more holistic way so that we can make sure we’re not missing it – especially early on, when intervention and support can have the most powerful positive impact. This means moving away from the reading books and exercise books sometimes, and looking at the other aspects of a child’s life that might be a window to working out if they’re a potential dyslexia case – and one of the most important ways that we can observe for these symptoms and indicators is when a child is at play.
Play is important: it allows children to develop in myriad ways, and provides a welcome relief from the many hours of learning that they’ll be experiencing week-on-week. But are there aspects of play that a child in your experience or care has seemed to find tricky, or might indicate something like dyslexia is on the table?
6 Signs of Dyslexia in Kids at Play
- Before they’ve headed out of the door, before they’ve gotten their bike out of the garage, before they meet their friends in the park – how are they at tying their shoelaces? It sounds weird, but according to a lot of people with dyslexia, the whole shoelace-tying thing is an ability that tends to develop later than it does in their peers, so check out how younger learners tend to approach the idea of shoe-tying. And it doesn't stop at learning the skill either - even if they have already mastered it, it might still feel like a pain to have to deal with well into adulthood. Are older kids constantly reaching for slip-on sneakers, Velcro fastenings, or spending the winter in pool sliders?
- When they’re playing- at sports, riding a bike or even just having fun out in the garden- what’s their balance like? Do they stand upright and tall, or do they tend to weave or veer to one side as they make a run for the goal in soccer? There’s some evidence to suggest that there’s a fairly visible link between dyslexia and a weakness in gross motor skills, leading to a tendency to lose balance or appear to wobble.
- Many young people with dyslexia enjoy video games and there’s even some research that suggests some may even be beneficial to literacy skill development, but these play interactions can also open a window onto hidden dyslexia symptoms. When they’re playing video games, do they interact with the words, or do they just skip over text – are quests and missions that require reading, riddles or verbal problem-solving left on the side in favour of more dynamic aspects of the game? And take note of how they approach maps in the game too – many people with dyslexia struggle with reading maps, even ones with moving cursors on a screen.
- So much of our group play as children involves interpersonal word games, such as ‘I went to the store and I bought’ – and this can be a problem for some children with dyslexia, as there are links between dyslexia and a weakness in working memory. Are they constantly forgetting items in listing activities, or struggling with remembering sequences?
- A good board game on a rainy day is an important part of any vacation (sigh) - but how do they approach games they’ve never played before? Do they go for the instructions, or open the box and try to work it out from the pieces, based on games they already know how to play and what the contents of the box seem to indicate? How confused do they have to be before picking up the instruction manual- or do they ask adults or older children to help them work it out? Avoiding reading like this is important to make a note of, as it can highlight that even if a learner can read, it’s a struggle for them, and they’d rather try other avenues first.
- Many toys and games have a musical aspect to them. Some children with dyslexia might struggle with sound patterning and picking up musical ability in general, or seem to demonstrate slower progress than their peers, so try to pay attention to how they interact with these musical aspects of gameplay. Can they recreate simple note sequences, or do they get confused easily – and how are they at picking up musical notation? Many people with dyslexia struggle with reading notes on a stave, so be aware of this too - in an older child who’s otherwise passionate and motivated about music, this might indicate that something’s interfering with their ability to access this aspect of their instrument.
Does any child in your life demonstrate these symptoms? Although not everybody with these symptoms turns out to have dyslexia, if in doubt, it's always better to find out. Assessment is the gateway to a brighter future that’s supported, accessible, and has comfort and ease at the heart of the everyday experience. Learning becomes easier and everyday life becomes something that an individual can take part in to a much greater degree when they’re bolstered with the right professional guidance and assistive technology. That’s why having a broader awareness of signs and symptoms like this is important – just because somebody might look on paper like they’re not struggling with their school work doesn’t mean that it’ll remain that way, and it doesn’t mean that it’s not taking a huge toll on them to keep up or to mask their symptoms. We need to foster a better world understanding of dyslexia and just how diverse and easy to miss it can be, especially in the younger generation, so that they can go forward into a stronger and more aware future with all the support they need to succeed.