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How to know if you've got dyslexia

Dyslexia is a neurodivergent condition that affects language processing and can influence reading, writing, and spelling.

Often undiagnosed in childhood, dyslexia can carry into adulthood, causing difficulties that may impact education, work, and daily life.

However, understanding the symptoms is the first step toward addressing challenges and thriving with dyslexia.

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What is dyslexia?

Dyslexia is a condition that impacts how the brain processes language.

It is not related to intelligence or effort but is linked to differences in how people process sounds, symbols, and words.

Dyslexia affects people differently, with some struggling to read fluently, while others may have difficulty with spelling or written organisation.

Understanding dyslexia begins with identifying its symptoms.

Recognising the signs can help individuals seek support and reduce the barriers caused by inaccessible systems in education or work.


Dyslexia symptoms in children

Dyslexia often becomes apparent during early childhood, especially as children begin to develop literacy skills.

Recognising the signs early can help parents and educators intervene with targeted support.

Some symptoms include:

Difficulty recognising letters or sounds

Children with dyslexia may find it challenging to associate written letters with their corresponding sounds (phonemes), making it difficult to learn the basics of reading.

For instance, they might struggle to identify that the letter 'b' makes a 'buh' sound.

Slow reading speed

Reading is often laborious and slower compared to peers.

Children may skip words, reread sentences, or lose their place in a text.

This can result in frustration and reluctance to engage with reading activities.

Frequent letter reversals

Reversals of letters like 'b' and 'd' or 'p' and 'q' are common, particularly in early years.

While occasional reversals can be normal, persistent issues might indicate dyslexia.

Trouble spelling words

Children with dyslexia often spell phonetically, writing 'fone' instead of 'phone', and may inconsistently spell the same word in different ways.

This can make written assignments especially challenging.

Avoidance of reading tasks

Because reading is difficult, children may avoid it altogether.

This reluctance may manifest as complaints about schoolwork or frequent distractions during reading time.

Difficulty following instructions

Dyslexia can impact auditory processing, making it hard for children to follow multi-step directions.

For example, 'Put your homework in your bag, grab your lunch, and head to the car' might be too complex to retain.

Additionally, children with dyslexia may display general frustration, low self-esteem, or anxiety related to schoolwork, as they compare themselves to peers who find reading and writing easier.

If these behaviours are present, it’s essential to consult a professional for assessment and early support.


Dyslexia symptoms in adults

While dyslexia is often diagnosed in childhood, many individuals reach adulthood without a formal diagnosis, leading to challenges in personal and professional environments.

Understanding adult-specific symptoms can provide clarity and open pathways for support.

Trouble with written communication

Adults with dyslexia may find it difficult to draft emails, write reports, or complete forms.

They may feel self-conscious about frequent spelling or grammatical errors, which can impact confidence in the workplace.

Slow reading or misinterpreting text

Processing written information may take longer, resulting in misunderstandings or missed details.

This can be especially challenging in roles requiring frequent reading or document review.

Difficulty organising information

When presenting ideas verbally or in writing, structuring thoughts clearly can be difficult.

This might result in rambling explanations or disjointed written communication.

Problems with time management

Dyslexia often impacts executive functioning, leading to difficulty prioritising tasks, meeting deadlines, or following complex schedules.

Time-tracking tools or external reminders can be helpful.

Weak memory for sequences

Remembering phone numbers, dates, or step-by-step instructions can be particularly challenging.

For example, recalling a list of items in the correct order without written support may feel overwhelming.

Adults may also experience secondary symptoms, such as anxiety or frustration, particularly if dyslexia has led to negative experiences in education or work.

Recognising these signs and seeking accommodations, such as assistive technology or workplace adjustments, can greatly improve daily life and productivity.

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The social model of disability and dyslexia

At APM, we embrace the social model of disability, which recognises that societal barriers—not the individual—create challenges for people with dyslexia.

These barriers may include rigid teaching methods, inaccessible materials, or a lack of awareness in workplaces.

By addressing these obstacles and creating supportive environments, individuals with dyslexia can thrive.

This perspective empowers people with dyslexia to overcome barriers and fully participate in education, employment, and community life.

What causes dyslexia?

Dyslexia has a genetic component and often runs in families.

Brain imaging studies show that individuals with dyslexia process language differently, particularly in areas associated with decoding written text.

Environmental factors, such as access to early education and literacy support, can also influence how dyslexia manifests.

How dyslexia is diagnosed

If you suspect you or someone you know has dyslexia, a formal diagnosis can provide clarity.

The assessment process typically involves:

  1. Educational history: Reviewing past challenges in learning, reading, or writing.
  2. Reading and writing tests: Evaluating fluency, accuracy, and comprehension skills.
  3. Phonological awareness evaluation: Testing the ability to identify and manipulate sounds within words.
  4. Memory and organisation tasks: Assessing difficulties in sequencing or retaining information.

Early diagnosis enables individuals to access tailored support, such as assistive technology and structured learning programs.

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Steps to take if you suspect dyslexia

If you believe you may have dyslexia, here are some practical steps to take:

  1. Reflect on your challenges: Identify specific areas where you struggle, such as reading, writing, or time management.
  2. Seek professional advice: Contact an educational psychologist or dyslexia specialist for an assessment.
  3. Leverage assistive tools: Use text-to-speech apps, audiobooks, and dictation tools to ease challenges.
  4. Educate yourself: Learn more about dyslexia and strategies to manage it. Organisations such as the Australian Dyslexia Association provide valuable resources.
  5. Communicate your needs: In work or school settings, inform others about your challenges and request accommodations.


How APM can help

At APM, we provide Disability Employment Services to help eligible people with disability, injury, or a health condition, including dyslexia, succeed in finding and maintaining meaningful employment.

We offer:

If you are living with dyslexia or suspect you may have it, contact APM today to learn how we can help you thrive.

Flourishing with dyslexia

Dyslexia is not a limitation but a different way of processing information.

Many people with dyslexia have found success in diverse fields, from business to the arts, by leveraging their unique strengths.

Understanding and addressing dyslexia’s challenges can unlock untapped potential and open doors to new opportunities.

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Resources and further reading

About this article

APM supports people with disability, injury, or a health condition through various programs and services across its businesses, including Disability Employment Services in Australia.

The information contained in this article is for educational and informational purposes only and is not intended as health or medical advice. Always consult a physician or other qualified health provider regarding any questions you may have about a medical condition or health objectives.

When discussing disability, APM’s copy style is to use person-first language and the social model of disability in the first instance. Some articles may use identity-first language or refer to the medical model of disability for clarity or to better suit a specific audience.

If you have any questions or feedback about the content of this article, visit our Feedback page to get in touch or email support@apm.net.au