Dyslexia is one of the terms parents fear most and feel least sure about. Understandable — formal diagnosis often doesn't come until after year two, but the signs that later turn out to be dyslexia are often visible already at 4–5. And the window for the most effective help is when the brain is still at its most flexible — those very years. Many parents tell us they "suspected" something already at preschool but didn't dare say it, and only in year two did they get confirmation. By then two or three valuable years have passed.
This article is not a diagnostic checklist. It doesn't replace a speech therapist, school psychologist or specialist teacher. But it gives you a map: what signs to keep an eye on, what's normal at 4–6, and how to act if something feels off. At Kluriko we meet many parents who through our learning-games first notice that reading is harder than they thought — and then want to know what comes next.
What dyslexia is — in two minutes
Dyslexia is a neurobiological difference in how the brain processes phonological information — that is, sounds in language. It is not an intelligence issue. Many people with dyslexia are unusually intelligent and creative. But the brain links sound and letter more slowly and less automatically than is typical. This leads to slow reading, spelling mistakes, word reversals and often fatigue while reading.
Dyslexia is highly heritable. If a parent has it, the child's chances of having it too are considerably higher — perhaps 30–50%. It's not a reason for shame; it's something to be prepared for.
Early signs — ages 4–6
Think of these as patterns, not single observations. If they show three or four over a long period, it's worth attending to — if they show one or two and not the rest, it's likely just normal variation.
- Difficulty learning to rhyme. Can't hear that "cat" and "hat" rhyme. Confused by the rhyme game.
- Slow phonological awareness. Can't hear the first sound in a word at five. "What does mum start with?" — they don't know.
- Trouble with letter names and sounds. Learns letters much more slowly than peers; mixes up b/d, p/q for longer than expected.
- Says the wrong word. "I want a banamn" instead of "banana". "Pisghetti" instead of "spaghetti". This is phonological slipping and normal at four but persistent in children with dyslexia.
- Family history. A parent, sibling or uncle/aunt with reading and writing difficulties.
- Late language development. Spoke late (after 2–2.5 years). Still using unusually simple sentences at four.
- Can't learn days of the week or months in order at six.
- Slow rapid naming. Show them pictures of a car, a cat, a ball; it takes noticeably longer to name them than peers.
What are not early signs of dyslexia?
- Mirror-written letters. B becomes D, R reversed. This is normal up to age six. It's not a dyslexia sign.
- Slow reading at six. Most read slowly at six. That's OK.
- Not liking to read. Common and not specifically dyslexic.
- Spelling mistakes. Normal throughout year one.
It's the pattern over time that matters — not single observations.
When to take the next step
If at five they can't rhyme, don't know the first sound in their own name, and you also have dyslexia in the family — it's reasonable to start talking to preschool. Not for diagnosis, but so they begin to support a little extra. Many preschools have seen this before and know what to do.
If at six they still can't hear the difference between the first sound in different words, or struggle excessively with letters — ask for an assessment by a specialist teacher. At this age it's still early; interventions will have effect.
If at seven they're noticeably behind the class in reading and writing development — that's the time for a formal evaluation through school health services or a speech therapist.
Three things you do at home
Train phonological awareness deliberately. Rhymes, syllables, first sound, last sound. Short games every day. Our article Phonics at home — how to do it well walks through the method step by step. This is the thing that matters most.
Read aloud long after they can read themselves. Audiobooks count — for children with dyslexia, audiobooks are a huge gift. They get the whole world of stories without struggling with decoding.
Build self-esteem through other skills. Sport, music, art, building, coding. They shouldn't identify themselves only with reading struggles. That's protection against the most damaging effect of dyslexia — which isn't the reading itself, but the self-image created by constant resistance.
When the diagnosis comes
The diagnosis "dyslexia" is often given in year two or three. Before that it's "reading and writing difficulties, possibly dyslexia". The diagnosis gives access to tools — text-to-speech, audiobooks, adapted tests — that make an enormous difference. Seek support from the school's specialist teacher. The British Dyslexia Association (bdadyslexia.org.uk) and the International Dyslexia Association (dyslexiaida.org) have substantial resources for parents.
How Kluriko helps
Lärspel isn't built as a dyslexia programme — but many of our exercises (rhyming, syllables, blending, word-building) are exactly what's recommended for reading and writing difficulties. Short sessions, lots of repetition, no pressure. It's a good complement to professional intervention, not a replacement.