Mathematics
- difficulties in solving text tasks despite correct mathematical thinking (problems with reading comprehension),
- incorrect transcription of e.g. bars, action signs (in the wrong places, which can affect the correctness of calculations),
- lack of spatial imagination, difficulties in remembering shapes of figures and angles,
- poor understanding of concepts (up-down, higher-lower),
- changes of direction in drawings (e.g. in vectors),
- unintentional changes in the order of digits in numbers,
- confusion of inequality signs,
- writing numbers from right to left,
- learning problems with memory (multiplication tables, formulae).
Geography
- difficulties with reading and drawing maps,
- difficulties with spatial and temporal orientation (indicating directions on a map and in space; calculating time zones, geographical location, sun angle, etc.),
- difficulty in remembering geographical names.
Chemistry
- difficulty in drawing structural formulae,
- problems with writing units (e.g. pH – PH),
- incorrectly writing down chemical reaction chains.
Biology
- difficulties with terminology (longer names, Latin names),
- problems with spatial organisation of diagrams and drawings,
- difficulty in writing down and remembering biochemical reaction chains,
- difficulty in mastering systematics (hierarchical arrangement of information).
Foreign languages
- particular problems in learning those languages with a significant discrepancy between pronunciation and spelling
- problems with understanding speech from hearing, especially from cassettes or CDs played by a native speaker
- problems with accent and intonation
History
- problems in memorising dates, chronology of events,
- difficulties in remembering names and surnames,
- bad orientation in time (chronology, dates),
- problems with understanding longer texts,
- difficulty in understanding longer texts.
Technique, fine arts
- difficulty in combining individual movements into a whole (e.g. cutting, moulding, drawing),
- incorrect directions,
- unintentional carelessness.
Physical education
- inability to play games of skill,
- mistakes when changing direction in a row and in a line (poor orientation in body scheme and space),
- problems in coordination of movement with music,
- problems in exercising with instruments (e.g. skipping rope, handrails).
Sources:
- M. Dąbrowska: Dysleksja w ujęciu psycholingwistycznym. Przegląd badań. Psychologia Wychowawcza Nr 4 1995 r.
- https://zdrowie.radiozet.pl/Ciaza-i-dziecko/Zdrowie-dziecka/Dysleksja-rozwojowa-na-czym-polega-to-zaburzenie?
- M. Bogdanowicz, A. Borkowska, Model rozpoznawania specyficznych trudności w czytaniu i pisaniu
- M.B. Pecyna (red.), Dysleksja rozwojowa. Fakt i tajemnica w diagnostyce psychologiczno-pedagogicznej
- http://rodzina.bialystok.pl/aktualnosci/885/dysleksja-czym-jest-jak-ja-rozpoznac-i-jak-wspomagac-dziecko/
