All children learn to read at their own pace, but dyslexia involves persistent difficulties with reading accuracy, fluency, and/or spelling despite adequate instruction and typical development in other areas. The hallmark of dyslexia is unexpected reading difficulty in a child who demonstrates average or above-average capabilities in other cognitive areas.

Yes, early signs of dyslexia can often be detected in kindergarten and first grade. These may include difficulty learning letter names and sounds, struggles with rhyming, and challenges with early reading tasks. While a full diagnosis may be more definitive after some formal reading instruction, early screening can identify children at risk and guide preventive intervention.

Yes, dyslexia can manifest as slow, laborious reading even when accuracy is adequate. This pattern, sometimes called "stealth dyslexia," may go unnoticed in early grades but becomes more problematic as reading demands increase. Assessment can determine whether slow reading stems from dyslexia or other factors.

If your child continues to struggle despite receiving support, a comprehensive dyslexia assessment can clarify the nature of their reading difficulties and determine whether more specialized intervention is needed. Children with dyslexia typically require explicit, systematic instruction in phonological awareness and decoding skills that may go beyond general reading support.