Early signs of dyslexia in kindergarten and first grade

Many parents notice reading struggles around second grade, but the signs of dyslexia often begin much earlier. In fact, subtle language and learning differences can appear in preschool, kindergarten, or first grade, long before formal reading instruction begins.

Recognizing these early patterns matters. The sooner a child receives help, the easier it is to build the skills they need for lifelong success.

Here’s what parents and teachers should look for, and what to do if you notice these signs.

Understanding early dyslexia

Dyslexia is a language-based learning difference that affects how the brain processes sounds, letters, and words. It has nothing to do with intelligence or effort - many children with dyslexia are bright, curious, and eager learners who just need a different approach.

In the earliest grades, dyslexia may not look like “reading problems” yet. Instead, it often shows up as difficulty hearing, remembering, or manipulating sounds in language.

Early signs of dyslexia in kindergarten

Kindergarten is when children start connecting sounds to letters, and this is often where early challenges emerge.

Common warning signs include:

• Trouble learning letter names or sounds, even with repetition.

• Difficulty rhyming or identifying words that sound alike.

• Mixing up the order of sounds in words (saying “aminal” for animal).

• Struggling to remember new vocabulary or sight words.

• Trouble clapping out syllables or recognizing that words break into parts.

• Avoiding alphabet or word games that peers enjoy.

These signs reflect gaps in phonological awareness - the foundation of reading success.

Early signs of dyslexia in first grade

By first grade, the gap between typically developing readers and those with dyslexia becomes more noticeable.

Look for:

• Difficulty sounding out unfamiliar words independently.

• Frequent guessing at words based on pictures or context.

• Inconsistent spelling, like writing the same word several ways on one page.

• Slow, effortful reading that lacks fluency.

• Difficulty remembering sight words despite frequent practice.

• Frustration, avoidance, or saying things like “I hate reading.”

If these patterns persist despite good instruction, it may be time to explore further assessment or support.

What’s typical and what’s not

It’s important to remember: early reading develops at different paces. A kindergartener who reverses letters (like b and d) isn’t necessarily dyslexic; that’s common at this age.

But if your child struggles consistently across multiple areas of sound and language, or if reading instruction doesn’t seem to “click” after months of practice, it’s worth seeking professional input.

Why early intervention matters

Research shows that children who receive evidence-based reading intervention in kindergarten or first grade often catch up to peers. But if intervention is delayed until third grade or later, the gap can widen, and confidence can plummet.

Early help not only builds decoding skills; it also protects a child’s self-esteem and enthusiasm for learning.

How Ravinia Reading Center helps

At Ravinia Reading Center, all instruction is delivered by certified speech-language pathologists (SLPs) trained in evidence-based reading intervention. We teach children how the written language system works through phonology, morphology, and etymology, using structured, personalized lessons that meet each child where they are.

Whether your child is just starting kindergarten or already showing signs of frustration, early support can make all the difference.

Take the next step

If you recognize these signs in your kindergartener or first grader, you don’t have to wait and see. Early action leads to easier progress and greater confidence. Book a consultation with one of our speech-language pathologists to learn how personalized, evidence-based reading intervention can help your child thrive.