The Dyslexia Questionnaire (copyright 2005 Dyslexia Centers of Tennessee)
1. Do you feel that your child can understand better if information is read aloud to him/her than when he or she reads
it to himself/herself? YES NO
2. Does your child try to "sound out" words but struggles with even simple words?
3. Does your child spell words the way they sound rather than the way they are spelled?
4. Does your child seem to quickly forget how to spell words he or she just learned?
5. Is there a family history of reading/spelling problems on either side of the family?
6. Is there a history of severe ear infections during the first year of life?
7. Does your child lose understanding when he or she reads and/or when he or she has to answer written questions?
8. Did your child have a relatively easy time with math skills until having to work word problems?
9. Is there a history of letter reversals greater than other children of the same age range?
10. Is their handwriting sloppy with poor letter formation, size and spacing and/or do they have difficulty with
keeping numbers lined up when adding, subtracting, multiplying or dividing?
11. When reading aloud does your son or daughter regularly substitute words for other words. For example "dog" for
"puppy" or"house" for "home"?YES NO
12. Does your child have at least average intelligence?
For questions 1-11 the greater the number of questions answered with a "yes", the greater the chances of dyslexia being
present. The type and severity of dyslexia should be determined as early as possible, generally by mid 2nd grade. We can still
identify earlier than this as an "at risk" child but final diagnosis is more difficult.
Question 12 if answered "NO" limits our ability to help him or her. Children with limited academic potential (lower IQ)
can accomplish many things but even though they may be genetically dyslexic our program does not work well for them. We would
be happy to discuss this further if you have questions.
Some of the major characteristics of dyseidetic dyslexia are 1) sounding out (i.e., phonetically
decoding) all words, even simple ones, 2) loss of comprehension because so much time is spent phonetically decoding that by
the time the sentence is read, allocation of attention is on the process of decoding rather than on the meaning of the words,
3) spelling the words the way they sound rather than the way they are actually spelled. For example the word “should”
would be spelled “shud” by the child with dyseidetic dyslexia. The major characteristics of dysphonetic dyslexia
include 1) inability to sound out most words and those that are correct are based upon a very limited sight vocabulary, 2)
reading contextually; that is, basing the word on the context of the story or upon the pictures in the story. For example,
seeing the word “puppy” and substituting the word “dog” based upon the story line because the child
is unable to sound out the word “puppy”, 3) spelling words with letters left out, substituted or inappropriately
added. For example spelling “house” as “hse” leaving out letters but achieving the beginning and ending
sounds. Mixed or dysphoneidetic dyslexia is a mixture of both dyseidetic and dysphonetic dyslexia. It is the most common
form but may favor one type of dyslexia over the other.