Is there any specific behaviour that comes with dyslexia?

[SweetSkull]

That is it really.

www.dyslexics.org.uk/is_my_child.htm

but no two children will be exactly the same

There are some patterns of behaviour that have been observed - see www.nhs.uk/Conditions/Dyslexia/Pages/Symptoms.aspx for examples.

Obviously it varies a lot.

Is there anything in particular you're wondering about?

Interesting links.
So for what I can understanding from the first link, dyslexia doesn't really exist?
My daughter is 6 and we completed a CAF for dyslexia at school, but I don't know if she will be tested and when.
She is getting one to one time writing and reading at school and is missing P.E and Arts which makes her really sad. Meanwhile we are increasing work at home which is also a shame, is not leaving her with enough time to play and relax during the week.

But anyway, I was talking about behavioural problems such as inability to follow instructions, naughtiness etc

There are a huge number of reasons why a child may act as you describe

My ds is dyslexic and had some behavioural issues when he was younger (now he's just a normal annoying teenager ) when he had his assessment with the EP she said that his behavioural issues were not unusual for a child with dyslexia and that the jury was out a bit on whether there was a correlation, either with brain wiring type issues, or that in coping with his problems at school he might have become a bit more unruly or it might be purely coincidental. We have a lot of dyslexics in the family though and they are all quite different characters.

It doesn't sound good that your dd is missing subjects she really likes, and might perhaps be talented at. I could see why that in itself might make her likely to act out - just because I know that for lots of dyslexic children it's important to do things you are good at as well as those where you think you are failing.

My daughter..
Forgetful
Disorganised
Can't remember more than two instructions at a time
Can't follow a recipe
Can sometimes remember spellings but other times can't
Same goes for times tables
Words fall off the page, reads with coloured overlay
Would be naughty at school to get sent out so she didn't have to read out loud for example

However, now in her early twenties, after completing three (difficult) years at college is now living away from home (live in job) in a very demanding industry, is taking an NVQ and other specialist exams and is doing extremely well.

She manages her own money and phone contract and we are very proud of what she has achieved.
She has put in place strategies to help herself remember things, lists etc and always makes sure she gives herself enough time to complete a tasks, gets up v early for example.

I hope this shows you that although challenging when she was younger, my daughter is now very knowledgeable and respected in her field. And yours will be too.

I think it is incredibly mean spirited and surely goes against inclusion policies that your daughter misses art and pe. IME these would be two subjects she would love as they don't involve reading or writing!! Can you get that altered...?

She i already wearing 0.50 glasses for reading as she is shortsighted.

Today she came home with a pink eye level reading ruler in her book bag. I really hope she picked the pink one because it was the best colour to help her reading. She isn't into pink anyway.

She started to speak a little after she turned 2 and it took her a long time to grasp grammar. Even now her vocabulary isn't amazing but she is bilingual.

She still confuses b and d. 9 and 6.

Yesterday teacher said at parent's evening that her reading level is 1b and it should be 2b.

Her spelling is getting better but is is very erratic. Last week, spelling test was 0 out of 10. This week was 9 out of 10. (hooray!)

Sometimes she learns to spell certain word in he right way but than forgets and goes back to same mistakes.

I just think that the phonetic system is not good for her learning style and how do I teach her differently? e.g.: Liam, she writes Lyum ...

Is she 6 in Y1 or 6 in Y2? ( I wouldn't expect every child in Y2 to be 2B at this point in the year ) Letter and number reversal at this age is common - probably 80% of my class still reverse and it's very common for children who score 10/10 each week in spelling test to spell the same words incorrectly in their writing so nothing you have said would alarm me apart from the delayed speech.

If she's writing Lyum because that is how she hears the word she is doing well ... try saying the word as it is written emphasising the am

distrusting thanks for your post and well done to your daughter, mine is forgetful, disorganised, if I give her two instructions a the same time, she will focus on one and forget the other (it is getting better) and if she doesn't follow straight away, she will forget both instructions altogether.
She always been extremely active and is like a gymnast, she can do things that most children her age can't. She is also very creative and says that she wants to be an artist...so yes she is very sad about the extra lessons in literacy during P.E and Arts. I enquired the teacher yesterday abut what she was missing in the classroom during these lessons but teacher said she was doing the same the classroom was doing but in a smaller group or 1x1. This morning DD told me she is missing P.E and Arts so I don't know what to do...

mrz she is in Y2. She was very surprised when she saw Liam spelled the right way on a dot to dot sheet and ended up doing the whole sheet because she wanted to. Following day she was writing Lyum again lol.
Maybe the teacher said she should be 2b by the end of year 2? But she is definitely 1b and teacher said she is behind.

We can see a great improvement on reading but spelling still is a challenge. She does like to write nevertheless. Teacher said that when reading is right spelling will follow naturally. Is it true?

oh she could speak few words before 2, there were no concerning regarding speech delay, she just wasn't as chatty as other children and she would lash out frequently for not being able to use words (said nursery teacher).

My son was dx as severely dyslexic and never had any behavioural issues.
Why would you think the two go hand in hand!?
His dyslexia is no longer an issue for him.
From what you have written she is spelling phonetically which is a great start!

My ds's reading is now very good, but his spelling (and writing in general) is terrible. That could of course be because he had intensive help with his reading and not with his writing.

The disorganisation and instructions stuff is very familiar!

'Lyum' is a perfectly good phonetic spelling of 'Liam'. She's relating the discrete sounds in the word to 'a' way of spelling each one (not the 'correct' spelling I know, but a good attempt) which is quite promising.

Quite honestly, the only alternative to learning phonics is whole word memorisation (for reading and for spelling) and it doesn't sound to me as though she would be able to memorise very much. There is no 'magic bullet' alternative to phonics.

I would be curious to know just how good the phonics teaching is that she is getting; I know that parents aren't usually in a position to be able to judge this but I do know that the term 'phonics' can cover a wide range of teaching 'methods' and some are much more effective than others. The website mrz linked to is worth having a good look at.

Yep, but she wrote Liam for 50 times plus on a paper and following day was back to Lyum again...

Its very common at this age to mix up b and d still and the level 1b at this stage of year 2 is only slightly behind so try not to worry, it sounds to me like school are trying to help but it may be that it all clicks later in year two.

As a young child dd had very poor short term memory, struggled to follow more than one instruction at a time, understood things very literally and had poor spelling. Higher order writing and understanding was weak.
She is now at university and latter points, particularly, are still an issue. She can produce fabulous and complex mind maps bit the formal essays needed are proving a challenge.
Even at 20, the feeling that she is "stupid" persists. She said " mum, I've been at uni two months and don't feel like I'm getting any cleverer."

DD1 would have behavioural difficulties if her dyslexia had made her miss art. She's usually pretty good, but she'd have refused point blank to go along with that.

Now much older art GCSE is what keeps her sane.

No art/PE is punishing DCs for having an SEN.

DD actually got a bit of 'help' in assembly and at senior slips out of PHSE (which is a total waste of time).

As for your original question - Yes
Scatty, disorganised, forgetful and likely to fuss.

Also a degree of social immaturity. DD1 doesn't pick up social cues, a bit loud, a bit in your face, fiddled with things in shops like a toddler until she was 10, 11. Actually aged 15 she still does, but much more subtlety.

Doesn't make friends easily, possibly because she doesn't remember names, faces, gossip, either of her peers or the celebs and pop stars they are going in about.

Very loyal to genuine DFs who are into science, Dr Who and Sherlock and still run about like little kids and have fun.

Yep, but she wrote Liam for 50 times plus on a paper and following day was back to Lyum again...

Did she say the sounds as she wrote them, every time? Or was it letter names?

Nope she didn't say the sounds all the time, no.

starballbunny I see a lot of my DD in yours.

I'd have been thrilled with a 1b for son at that age. He has only just got to a 2a in year 4.

I am suspicious of that first site and will look into it when on my laptop and not phone.

With behaviour every child is different. DS is so different to his older brother, also dyslexic.

If she writes l- i -a - m while saying the sounds it will "stick" more than just copying over and over.

Sweetskull, we found year 2 was when our son suddenly clicked with reading, so there's time yet. All children are different obviously, but ours didn't really read until he was 7. He was 'sub-normal' on NC levels when he started year 2, but suddenly clicked and hit 2B at the end of the year. He was assessed as dyslexic in year 3, now in year 5 and he still can't spell very well, write legibly or remember things like times tables but his reading's really strong (level 4 at the end of year 4). He has never had behavioural problems.

I suppose what I'm saying is don't put too much pressure on her yet, as she's still very little. I'd bet any teacher would agree that a lot of children don't really get going until year 2/3. If she doesn't get the creative stuff at school, then do it at home instead. You can weave bits of writing into that if you want to.

fwiw though, I would challenge her missing the 'treat' lessons. They tried to do that with my son. It's discriminatory but also counter productive as it makes them feel as though they're being punished rather than helped.