|
Some First
Signs of Trouble: Keeping up with the Flow of Expectations |
|
Preschool |
|
Language |
Memory |
Attention |
Fine Motor
Skills |
Other Functions |
|
Pronunciation problems
Slow vocabulary growth
Lack of interest in story telling |
Trouble learning numbers, alphabet, days of week, etc.
Poor memory for routines |
Trouble sitting still
Extreme restlessness
Impenitence at tasks |
Trouble learning self-help skills (e.g. tying shoe laces)
Clumsiness
Reluctance to draw or trace |
Trouble interacting (weak social skills)
Trouble learning left from right (possible visual spatial confusion) |
|
Lower Grades |
|
Language |
Memory |
Attention |
Fine Motor
Skills |
Other Functions |
|
Delayed decoding abilities for reading
Trouble following directions
Poor spelling |
Slow recall of facts
Organizational problems
Slow acquisition of new skills
Poor spelling |
Impulsivity, lack of planning
Careless errors
Insatiability
Distractibility |
Unstable pencil grip
Trouble with letter formation |
Trouble learning about time (temporal-sequential disorganization)
Poor grasp of math concepts |
|
Middle Grades |
|
Language |
Memory |
Attention |
Fine Motor
Skills |
Other Functions |
|
Poor reading comprehension
Lack of verbal participation in class
Trouble with word problems |
Poor illegible writing
Slow or poor recall of math facts
Failure of automatic recall |
Inconsistency
Poor self monitoring
Great knowledge of trivia
Distaste for fine detail |
Fist-like or tight pencil grip
Illegible, slow, or inconsistent writing
Reluctance to write |
Poor learning strategies
Disorganization in time or space
Peer rejection |
|
Upper Grades |
|
Language |
Memory |
Attention |
Fine Motor
Skills |
Other Functions |
|
Weak grasp of explanations
Foreign language problems
Poor written expression
Trouble summarizing |
Trouble studying for tests
Weak cumulative memory
slow work pace |
Memory problems due to weak attention
Mental fatigue |
(Lessening relevance of fine motor skills) |
Poor grasp of abstract concepts
Failure to elaborate
Trouble taking tests, multiple choice (e.g. SAT) |
|
From "Learning disorders and the Flow of Expectations," by Melvin D.
Levine, MD, FAAP, published in Their World, 1990. These lists are
guideposts for parents, teachers, and others involved. They should not
be used in isolation, but may lead you to seek further assessment. Many
children will, from time to time, have difficulty with one or more of
these items. They should always be reviewed in a broader context of
understanding about a child. Copyright © 1992 National Center for
Learning Disabilities, Inc. All rights reserved.
From the National Center for Learning Disabilities (NCLD) web site:
http://www.ncld.org |