SpLD/dyslexia screening checklist for children 

SpLD screening checklist - from an article published in SEN Magazine June 2015

Anita  Vasan


This table provides an audit of observable difficulties, which may indicate a Specific Learning Difficulty. 










Difficulty matching sounds to letters and/or letter groups.




Cannot identify rhyme.




A tendency to guess at words, rather than breaking them down.




Apparent fluency with reading but difficulty with decoding unfamiliar words.




Bizarre spelling.




Mistakes in pronunciation or syllables confused i.e. remember pronounced ‘renember’.




Spellings phonetically plausible but incorrect.




Gap between verbal ability and written work.




Can’t remember verbal information or does not seem to follow class discussions.




Doesn’t seem to remember or understand what they have just read or what has been read to them.




Does not want to read out loud in class.




Asks friends what was just said.




Copying from the board is very slow.




Reluctant to contribute in class.




Can’t remember times tables.




Frequently forgets books or equipment.




Mental maths makes them very anxious.




Work incomplete.




Copying from the board unfinished.




Homework not written down properly.




Letters reversed beyond KS1.




Skips lines or misses words when reading.




Poor formation of letters, spacing and position of the page in handwriting.




Finds subjects which require good visual spatial skills, such as geography and geometry, difficult.




Finds it hard to start writing.




Speaking is jumbled or incoherent.




Written work is poorly sequenced.




Loses concentration and daydreams.




Swings on their chair or fidgets.




Seems to be anxious, frustrated or withdrawn.




Is self-critical and keeps re-starting work or tears up work.






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