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The Scottish Rite Charitable Foundation
"helping children with Dyslexia"
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Children should have the world by the tail. Their “job” is to respect their parents, get along with their peers, go to school and get good grades. But what if they simply can’t do that. Every day they try to listen, try to understand, try to learn but they just can’t. No one can get through to them.

These children often have dyslexia. A condition that changes the way the brain processes information. These children learn differently. The frustration, the pain and the loss of self-confidence grows each week as this learning difference goes unrecognized and untreated.

Dedicated to improving the lives of children diagnosed with dyslexia, the Scottish Rite Charitable Foundation Learning Centres for Children provide quality, state-of-the-art tutoring to children with difficulties in reading, writing and related scholastic skills.

If you had Dyslexia as an child, you still do.
The bigger question is, how do you know if a child has Dyslexia and what can be done?
The difficulties noted below are often associated with dyslexia if they are unexpected for the individual’s age, educational level, or cognitive abilities. A qualified diagnostician can test a person to determine if he or she is truly dyslexic.

Pre-School Children:

  • May talk later than most children
  • May have difficulty pronouncing words, e.g., “busgetti” for “spaghetti”, “mawn lower” for “lawn mower”
  • May be slow to add new vocabulary words
  • May be unable to recall the right word
  • May have difficulty with rhyming
  • May have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to spell and write his or her name
  • May be unable to follow multi-step directions or routines
  • Fine motor skills may develop more slowly than in other children
  • May have difficulty telling and/or retelling a story in the correct sequence
  • Often has difficulty separating sounds in words and blending sounds to make words

Kindergarten to Grade 4 Students:

  • May be slow to learn the connection between letters and sounds
  • Has difficulty decoding single words (reading single words in isolation)
  • Has difficulty spelling phonetically
  • Makes consistent reading and spelling errors such as:
    • Letter reversals: “d” for “b” as in: “dog” for “bog”
    • Word reversals: “tip” for “pit”
    • Inversions: “rn” for “w”, “u” for “n”
    • Transpositions: “felt” for “left”
    • Substitutions: “house” for “home”
  • May confuse small words: “at” for “to”, “said” for “and”, “does” for “goes”
  • Relies on guessing and context
  • May have difficulty learning new vocabulary
  • May transpose number sequences and confuse arithmetic signs (+ – X / + =)
  • May have trouble remembering facts
  • May be slow to learn new skills; relies heavily on memorizing without understanding
  • May have difficulty planning, organizing and managing time, materials and tasks
  • Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.)
  • May have poor “fine motor” coordination

Grade 5 to 8 Students:

  • Is usually reading below grade level
  • May reverse letter sequences: “soiled” for “solid”, “left” for “felt”
  • May be slow to discern and to learn prefixes, suffixes, root words, and other reading and spelling strategies
  • May have difficulty spelling; spells same word differently on the same page
  • May avoid reading aloud
  • May have trouble with word problems in math
  • May write with difficulty with illegible handwriting; pencil grip is awkward, fist-like or tight
  • May avoid writing
  • May have difficulty with written composition
  • May have slow or poor recall of facts
  • May have difficulty with comprehension
  • May have trouble with non-literal language (idioms, jokes, proverbs, slang)
  • May have difficulty with planning, organizing and managing time, materials and tasks

High School and College Students:

  • May read very slowly with many inaccuracies
  • Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing
  • May avoid reading and writing tasks
  • May have trouble summarizing and outlining
  • May have trouble answering open-ended questions on tests
  • May have difficulty learning a foreign language
  • May have poor memory skills
  • May work slowly
  • May pay too little attention to details or focus too much on them
  • May misread information
  • May have an inadequate vocabulary
  • May have an inadequate store of knowledge from previous reading
  • May have difficulty with planning, organizing and managing time, materials and tasks


  • May hide reading problems
  • May spell poorly; relies on others to correct spelling
  • Avoids writing; may not be able to write
  • Often very competent in oral language
  • Relies on memory; may have an excellent memory
  • Often has good “people” skills
  • Often is spatially talented; professions include, but are not limited, to engineers, architects, designers, artists and craftspeople, mathematicians, physicists, physicians (esp. surgeons and orthopedists), and dentists
  • May be very good at “reading” people (intuitive)
  • In jobs is often working well below their intellectual capacity
  • May have difficulty with planning, organization and management of time, materials and tasks
  • Often entrepreneurs