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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?                                                                               YES       NO
3. Does your child spell words the way they sound rather than the way they are spelled?                                                                             YES       NO 
4. Does your child seem to quickly forget how to spell words he or she just learned?                                                                             YES       NO
5. Is there a family history of reading/spelling problems on either side of the family?                                                                                YES      NO
6. Is there a history of severe ear infections during the first year of life?
                                                                                           YES      NO
7. Does your child lose understanding when he or she reads and/or when he or she has to answer written questions?                                      YES     NO
8. Did your child have a relatively easy time with math skills until having to work word problems?                                                                      YES     NO
9. Is there a history of letter reversals greater than other children of the same age range?                                                                                    YES     NO
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?                                                              YES    NO
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?                 YES   NO
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.



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