Recognizing Signs and Screening
Teachers are often the first to notice that a student’s reading isn’t progressing the way it should. This module covers the signs of dyslexia from preschool through high school, what universal screening can and can’t tell you (including Texas K–1 requirements), and how to describe what you see so your team can act.
The module has three parts. Each part has a short reading followed by practice activities built around real classroom moments. Work through the sections in order; your progress is saved as you go. Plan on about 35 minutes, including the video.
- Recognize signs of dyslexia from preschool through high school
- Explain what screening can and can’t tell you
- Describe Texas kindergarten and grade 1 dyslexia screening
- Write observations your team can use
- Consider English learners fairly and without delay
Watch first: Recognizing Signs and Screening (7 min)
Watch the overview, then work through the readings and activities below.
What Dyslexia Looks Like as Students Grow
In preschool and kindergarten, watch for trouble with rhyming and sound games, slow learning of letter names and sounds, and trouble with sequences like the alphabet. A family history of reading difficulties is an important risk factor.
In grades 1–3, signs include slow connections between letters and sounds, guessing from the first letter or pictures, slow and effortful oral reading, spelling that doesn’t match the sounds in words, and avoiding reading. From grade 4 up, look for slow reading, trouble with long words, much stronger listening than reading comprehension, persistent spelling errors and homework that takes far too long.
Read the IDA guide Dyslexia in the Classroom, focusing on its descriptions of signs at different ages.
Open the IDA teacher guide →- Early signs before formal reading
- Signs in the early elementary grades
- How signs change for older students
- Why patterns matter more than single signs
Look for Patterns
No single sign means dyslexia.
Across reading, spelling and writing
Difficulties show up in more than one place.
A gap between listening and reading
The student understands far more when listening.
Slow progress despite good teaching
Classmates with the same instruction move ahead.
Avoidance and fatigue
Bathroom trips, silliness or exhaustion during reading.
Devon, a seventh grader, earns high marks on class discussions and oral presentations. His written work is short and full of spelling errors, and he reads assigned chapters very slowly. His mother says homework takes him three hours a night.
Devon was never flagged in elementary school. A colleague says, “If he had dyslexia, someone would have caught it by now.”
The team asks for more information.
What would help most?
Which is the strongest early warning sign of dyslexia in a kindergartner?
Reveal the Best Answer
For each statement, choose Accurate or Inaccurate, then check your answers.
1. Family history of reading difficulties is a risk factor.
2. Older students with dyslexia always show obvious signs in kindergarten.
3. Guessing at words from pictures can be a sign in early grades.
4. A single sign is enough to conclude a student has dyslexia.
What Screening Can and Can’t Tell You
Universal screening is a quick check given to every student to find those who may be at risk. It is not a diagnosis. Screening guides next steps: adjusting instruction, monitoring progress and deciding whether more information or an evaluation is needed.
In Texas, state law requires all kindergarten and grade 1 students to be screened for dyslexia and related disorders. Kindergarten screening happens at the end of the year; grade 1 screening happens as close to the middle of the year as possible and no later than January 31. The screener may be given by a classroom teacher with valid K or grade 1 certification or by someone certified or licensed in dyslexia, trained on that instrument. Educational aides may not give it, and districts must use the publisher’s cut points.
Read the National Center on Improving Literacy’s page on screening for dyslexia, then skim the screening chapter of the Texas Dyslexia Handbook.
Open the NCIL screening page →- The purpose of universal screening
- Why screening isn’t diagnosis
- Texas timing and skills measured
- Who may give the screener in Texas
Texas K–1 Screening at a Glance
From the Texas Dyslexia Handbook (2024).
Kindergarten
End of the school year: letter sounds or letter naming, phonological awareness, and word reading accuracy or fluency.
Grade 1
Near the middle of the year, no later than January 31: phonological awareness.
Who screens
A certified K or grade 1 teacher or a dyslexia-certified or licensed professional, trained on the tool. Not educational aides.
Cut points
Districts must use the publisher’s cut points and may not change them.
Marco is in second grade. He passed his first-grade dyslexia screener, so no one was worried. This year his teacher notices that he reads slowly, guesses at new words and spells 3 of 12 words correctly on a spelling check.
A colleague says, “He passed the screener, so it isn’t dyslexia.”
The team adds small-group decoding instruction while it gathers information.
What should the teacher track?
In Texas, which person may NOT administer the K–1 dyslexia screener?
Reveal the Best Answer
For each statement, choose Accurate or Inaccurate, then check your answers.
1. A screener can diagnose dyslexia.
2. Texas grade 1 screening must finish by January 31.
3. Districts may lower a screener’s cut points to flag fewer students.
4. Screening results should guide classroom instruction.
Observations Your Team Can Use
When you have a concern, describe it instead of labeling it. “He’s a lazy reader” tells the team nothing. “He read 31 words per minute with 8 errors and guessed from first letters” tells them a lot. Specific, measurable notes let the team compare students, see patterns and track progress.
Gather reading and spelling samples (including writing done independently), progress-monitoring data over time, notes on how the student responds to targeted instruction, and the student’s strengths, interests and what helps.
English learners can have dyslexia and are often identified late. You don’t need to wait for English proficiency. Ask about reading in the first language and family history, and compare progress with peers who have similar language backgrounds and instruction. The Texas Dyslexia Handbook’s sections on English learners give more detail.
Open the Texas Dyslexia Handbook →- Turning labels into descriptions
- What data to gather
- Considering English learners
- When to bring a concern forward
Bringing a Concern Forward
A quick checklist.
What did you see, and how often?
Counts, dates and samples, not impressions.
What have you tried?
Small-group instruction, extra practice, accommodations, and the results.
What are the student’s strengths?
Listening, reasoning, interests and what helps.
What does the family see?
Home reading, homework time, family history and first-language reading.
Sofía moved from Mexico in kindergarten and is now in third grade. She speaks English well in conversation, but she reads very slowly and struggles to decode new words. Classmates with similar language backgrounds and the same instruction have moved well ahead.
A team member suggests waiting until Sofía is fully proficient in English before looking into dyslexia.
You plan to talk with Sofía’s family.
What should you ask?
Which note would help your team most?
Reveal the Best Answer
For each statement, choose Accurate or Inaccurate, then check your answers.
1. English learners must be fully proficient in English before a dyslexia concern is raised.
2. Progress-monitoring data over time is more useful than a single score.
3. Strengths belong in your notes along with concerns.
4. Labels like “lazy reader” help the team act quickly.
What to carry into Module 3
- Signs look different at different ages.
- Look for patterns and slow progress despite good teaching.
- Screening finds risk; it doesn’t diagnose, and a passed screen doesn’t override a real concern.
- Describe what you see, and bring data to your team.
References
- International Dyslexia Association. (n.d.). Dyslexia in the classroom: What every teacher needs to know. https://dyslexiaida.org/?p=1311
- National Center on Improving Literacy. (n.d.). Screening for dyslexia. https://improvingliteracy.org/topic/screening
- Texas Education Agency. (2024). The dyslexia handbook: Procedures concerning dyslexia and related disorders (updated August 2024). https://tea.texas.gov/special-populations-and-support/special-education/texas-dyslexia-handbook-3.pdf
- International Dyslexia Association. (2025). 2025 definition of dyslexia. https://dyslexiaida.org/2025-dyslexia-definition-project/