WESFORD Stage B

WESFORD Stage B – Dyslexia Checklist
Child’s Name
Date(s) Checklist Completed:
Attainments
Reading
Difficulties learning grapheme-phoneme correspondences
Difficulties recognising familiar words in text
Confusion between similar looking letters and words
Problems using word-attack strategies
Non-fluent, slow, ‘word-by-word’ reading
Omissions, insertions, transpositions (letters, words, lines)
Difficulty using phonics to decode words in text
Poor attention to detail/finer points in comprehension
Spelling/Writing
Poor phoneme-grapheme correspondence: non-phonetic spelling
Difficulty learning common spelling variations
1
WESFORD Stage B – Dyslexia Checklist (continued)
Confusion of visually similar letters/words (e.g. b/d; saw/was)
Inappropriate use of capital letters
Difficulties with letter formation (orientation/directionality) or

cursive script
Difficulties with spatial layout/presentation of work
Difficulty expressing ideas in writing, despite comparatively good

oral expression
Number
Difficulty linking number name with written symbol
Difficulty remembering meanings of signs and symbols
Difficulty with mathematical language (e.g. terms for concepts)
Persistent reversals of numerals and numbers
Directional confusions in written operations
Difficulty with counting back/subtraction
Difficulty understanding place value
2
Intuitive rather than ‘logical’ approach to problems
3
Difficulty remembering ‘step-by-step’ processes
Difficulty starting tasks/remembering instructions
Anxiety about number work
Underlying Difficulties
Working Memory/Sequencing
Difficulty in following instructions
Relying on others for what to do
Difficulty sustaining concentration on task
Difficulty in maintaining train of thought
Difficulty planning work and organising ideas
Difficulty with sequencing, e.g. counting; days of the week etc.
Automaticity/Speed of Processing
Difficulty learning to automatic level (e.g. poor retention;

problems generalising skills)
Slow, laboured reading
4
Slow, laboured writing
5
Automaticity/Speed of Processing (continued)
Slow or delayed responses in talk
Skills not transferred into independent reading and writing
Phonological Skills - Refer to Stage A – Test of Phonological Skills
Oral Fluency
Persisting problems with some sounds in speech
Sound sequencing difficulties (e.g. ‘hostipal’; ‘par cark’)
Reluctance to contribute in class, despite apparent understanding
Delayed or non-responses to questions
Circumlocution (‘talking around’ a forgotten word)
Visual/Motor Skills
Difficulty copying (shapes, letters, numbers, words)
Difficulty dressing/undressing (buttons, laces etc.)
Tracking difficulties – omitting words or lines in reading
6
Visual/Motor Skills (continued)
Late hand preference
Left-right confusion
Clumsiness
Difficulties with balance
Motor planning difficulties (e.g. moving around room, performing

sequence of movements)
Organisational Skills
Persistently losing belongings
Problems remembering/assembling equipment needed
Uncertainty about times, timetables, routines etc.
Difficulties organising ideas (e.g. telling a story in sequence)
Classroom Behaviour
Variable concentration span (poor in literacy-based tasks)
Avoidance strategies
7
High levels of effort often for little result
8
Classroom Behaviour (continued)
Over- or persistent tiredness
Frustration disruptive behaviour disaffection
Comparative Strengths
Lateral thinking – creative ‘mental links’
Able to have several ideas at once
Imaginative ways of working
Constructional/technical skills
Holistic thinking (‘all parts at once’)
Visualisation skills
Musical ability
Design skills
Artistic expression
Verbal expression
9
WESFORD Stage B – Dyslexia Checklist
(continued) Discrepancies
Uneven cognitive profile (e.g. in EP assessment)
Mismatch between:
General ability and literacy or numeracy attainments
Literacy and oral language skills
Written work and practical activities
Written recording and understanding of topic
Reading comprehension and listening comprehension
Performance in different subjects/lessons
10

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WESFORD Stage B – Dyslexia Checklist

Date(s) Checklist Completed:

Difficulties learning grapheme-phoneme correspondences

Difficulties recognising familiar words in text

Confusion between similar looking letters and words

Problems using word-attack strategies

Non-fluent, slow, ‘word-by-word’ reading

Omissions, insertions, transpositions (letters, words, lines)

Difficulty using phonics to decode words in text

Poor attention to detail/finer points in comprehension

Poor phoneme-grapheme correspondence: non-phonetic spelling

Difficulty learning common spelling variations

Confusion of visually similar letters/words (e.g. b/d; saw/was)

Inappropriate use of capital letters

Difficulties with letter formation (orientation/directionality) or

Difficulties with spatial layout/presentation of work

Difficulty expressing ideas in writing, despite comparatively good

Difficulty linking number name with written symbol

Difficulty remembering meanings of signs and symbols

Difficulty with mathematical language (e.g. terms for concepts)

Persistent reversals of numerals and numbers

Directional confusions in written operations

Difficulty with counting back/subtraction

Difficulty understanding place value

Difficulty remembering ‘step-by-step’ processes

Difficulty starting tasks/remembering instructions

Anxiety about number work

Difficulty in following instructions

Relying on others for what to do

Difficulty sustaining concentration on task

Difficulty in maintaining train of thought

Difficulty planning work and organising ideas

Difficulty with sequencing, e.g. counting; days of the week etc.

Difficulty learning to automatic level (e.g. poor retention;

Slow, laboured reading

Automaticity/Speed of Processing (continued)

Slow or delayed responses in talk

Skills not transferred into independent reading and writing

Phonological Skills - Refer to Stage A – Test of Phonological Skills

Persisting problems with some sounds in speech

Sound sequencing difficulties (e.g. ‘hostipal’; ‘par cark’)

Reluctance to contribute in class, despite apparent understanding

Delayed or non-responses to questions

Circumlocution (‘talking around’ a forgotten word)

Difficulty copying (shapes, letters, numbers, words)

Difficulty dressing/undressing (buttons, laces etc.)

Tracking difficulties – omitting words or lines in reading

Visual/Motor Skills (continued)

Late hand preference

Difficulties with balance

Motor planning difficulties (e.g. moving around room, performing

Persistently losing belongings

Problems remembering/assembling equipment needed

Uncertainty about times, timetables, routines etc.

Difficulties organising ideas (e.g. telling a story in sequence)

Variable concentration span (poor in literacy-based tasks)

Classroom Behaviour (continued)

Over- or persistent tiredness

Frustration disruptive behaviour disaffection

Lateral thinking – creative ‘mental links’