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Dyslexia Association of Trinidad and Tobago - Checklist for Children in Infant Classes

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Checklist for Children in Infant Classes
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Infant Classes Checklist for Dyslexia

Note The following is a compilation of several lists. Credit must be given to; The Dyslexia Institute U.K., Mrs. Clements, Head Nursery Teacher, Staffordshire, Mrs. Kelly and Jean Augur.

If you have a pupil who is constantly performing below expectations fill out the checklist below.  If you answer yes to several of these questions the child may be at risk for specific learning difficulties dyslexia) and may need specialist teaching in order to perform to potential.  Concern is only with students under-performing.

Name of Student _____________________________  Age ____________  Class ____________

Completed by _______________________________  Date  ______________________________

Please indicate the following; eyes tested ____  hearing tested ____

  • More than usual difficulty in learning to fasten buttons, tie laces
  • Shoes often on wrong feet, seemingly unaware that they are uncomfortable
  • Appears to be clumsy or ‘accident prone’
  • Difficulty hopping, skipping or clapping a simple rhythm
  • Difficulty throwing, catching or kicking a ball
  • Differing levels of concentration depending on task

A history of language difficulties:-

  • Late language development
  • Difficulty with rhyme
  • Difficulty with onset, e.g.does this word begin with (t)? “I spy”


Marked difference between handwriting skills (poor) and drawing skills.  Some of these children are extremely talented artists yet presentation skills are poor.

Reading

  • More than usual difficulty learning sounds and letters
  • Poor reading progress on both look-and-say and phonics methods
  • Inability to blend sounds together
  • Hesitant and laboured reading especially when reading aloud, often missing out words or adding extra words
  • Fails to recognise a word he has just read further down the page
  • Misses out a line or reads the same line twice. Repeatedly loses place
  • Confusion with similar looking words, often the little familiar words e.g. of/for, was/saw, on/no, ever/every/even


Poor writing and Spelling

  • Persistent confusion with letters which look alike particularly b/d, p/g, n/u, m/w, f/t, s/z
  • Wrong choice of letters due to poor auditory discrimination particularly short vowel sounds and similar sounding consonants e.g. ‘cop’ for ‘cup’, ‘den’ for ‘ten’, ‘put’ for ‘but’
  • Indiscriminate use of capital letters usually because the child feels more comfortable with the capital form of the letter e.g. raBBit, BeD
  • A word spelt several different ways in one piece of writing. Does not seem able to recognize the correct version.e.g. cept, ceept, kept
  • Messy work with many crossings out and words tried several times

Excessive tiredness due to the amount of concentration and effort required often for very little result.
 
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