Underachievement. May be early or late in crawling, walking, or talking; appears bright but doesn't read, write, or spell at grade level; may be seen as not trying hard enough; may not perform well on tests despite a high IQ.
Motor skills. Has poor handwriting or trouble writing or copying; has poor coordination; may not do well at team sports; may have difficulty with motor-oriented tasks; may be ambidextrous; confuses left and right, and over and under; learns best through hands-on experiences.
Language and reading skills. Experiences dizziness, headache, or stomachache; tires easily when reading; doesn't read for pleasure; shows transpositions, additions, substitutions, or reversals in letters, numbers, and words when reading or writing; spells phonetically and inconsistently; has difficulty putting thoughts into words; may stutter.
Math/numbers skills. Has difficulty learning to tell time or being on time; can do arithmetic but not word problems; has trouble grasping algebra or higher math but may do well in geometry; has poor memory for sequences; thinks using images or intuition, not words.
Behavior. May be disorderly or disruptive in class; is easily frustrated about school, reading, writing, or math; may wet the bed beyond an appropriate age; shows dramatic increase in difficulties under time pressure or emotional stress.
Vision. May complain of vision problems that don't show up on standard tests; may lack depth perception and peripheral vision.
The most consistent thing about people with dyslexia may be their inconsistency: their skills and abilities may seem to vary from day to day. A dyslexic child who can spell a word one day may be unable to spell it the following day.