Could difficulty with nursery rhymes be an early sign of dyslexia? 6 things parents can look out for

Struggling with rhymes, letters or instructions can be worth noticing. Here are six possible early signs of dyslexia.

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Published: September 28, 2026 at 12:58 PM

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If your child struggles to remember the words to a favourite nursery rhyme, it’s easy to put it down to simply being a child. But persistent difficulties with rhymes, letters, sequences or instructions can sometimes be part of a wider pattern of learning differences.

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With Dyslexia Awareness Week running from 5 to 11 October, education experts are encouraging parents to be aware of some of the potential early signs of dyslexia, including those that can appear before children start reading independently.

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It’s important to remember that no single behaviour means a child has dyslexia. Children develop at different rates, and there can be many reasons why a child finds a particular skill difficult.

Charlotte Gater, Head of Education at Explore Learning, says: “It’s crucial to remember that dyslexia is not a reflection of intelligence. With the right support, children with dyslexia can achieve remarkable success. The key is to recognise each child’s unique learning needs, and ensure their educational strategies are adapted accordingly.”

It’s crucial to remember that dyslexia is not a reflection of intelligence. With the right support, children with dyslexia can achieve remarkable success.

Charlotte Gater, Head of Education at Explore Learning

6 possible early signs of dyslexia

1. Finding nursery rhymes tricky

Nursery rhymes help children become familiar with the sounds within words. If your child consistently struggles to recognise that two words rhyme, or finds it difficult to remember familiar nursery songs, it may be worth keeping an eye on their wider language development.

One difficulty with a rhyme on its own does not indicate dyslexia, but repeated challenges with early language skills can be something to discuss with a teacher.

2. Speech developing later

Some children with dyslexia may begin speaking later than their peers. However, later speech development does not necessarily mean dyslexia is the cause.

If you have concerns about your child’s speech or language development, it’s worth seeking advice rather than waiting until they encounter difficulties with reading.

3. Struggling with the alphabet

Learning letter names, remembering their order and connecting letters with their sounds can take some children more practice.

Parents might notice this when singing alphabet songs or playing letter games, while teachers may spot difficulties when children begin phonics lessons at school.

4. Losing track of instructions

Does your child manage one instruction but forget what they were supposed to do next when given several things to remember?

Difficulty holding onto multiple instructions can have various causes, but breaking activities down into individual steps can make them easier to follow and help you understand where your child may need extra support.

5. Mixing up directions or sequences

Some children can find concepts such as “left” and “right” tricky, or have difficulty remembering sequences such as the days of the week.

These challenges may be worth mentioning to your child’s teacher, particularly if they happen alongside difficulties with reading or spelling.

6. Finding it hard to remember information

Some children may struggle to hold a short list of information in mind, or forget something they have just been told.

As with the other possible signs, this should be viewed as part of the bigger picture rather than as evidence of dyslexia by itself.

How can parents support a child who is struggling?

There are simple ways to make learning feel more manageable and varied at home.

For younger children, letters can be practised through songs, playdough and hands-on games. Older children may find checklists useful for breaking larger assignments into smaller steps.

Tools such as text-to-speech and voice recognition can also support children with written work.

Giving children enough time to read and write, building in regular breaks and recognising what they can do well can help support their confidence, too.

When should you speak to your child’s school?

If you notice difficulties that persist, talk to your child’s teacher or the school’s special educational needs coordinator about what you have observed.

You can ask what support is available and whether a specialist assessment might be appropriate.

The key thing is not to focus on one isolated behaviour. Looking at a pattern of difficulties, and having an open conversation with your child’s school, can help families work out what support might be useful.

As Gater says, “The key is to recognise each child’s unique learning needs, and ensure their educational strategies are adapted accordingly.”

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Explore Learning has dyslexia resources available on its webiste..

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