Prescott Library: Learning Differences: Signs of Learning Differences

Signs of Language Disorders--Dyslexia & Related

Seems unable to follow verbal instructions
Reluctant to speak, OR
Talkative but talk contains little real substance
Tells stories badly (sequencing, grammar, descriptives)
More grammatical errors than most peers
Uses stereotypical language more than peers (cliches, slang, swear words, over-use of certain phrases)
Explaining is difficult (whys and wherefores of things)--can't put complex grammar together
Abstract language and ideas are difficult--can only deal well with concrete and here-and-now matters
Difficulty "finding" words (lots of "ums" and filler words "you know" and "thing" or "stuff")
Can't follow sarcasm, jokes, play-on-words, puns, metaphors. Ambiguous language taken seriously
Says the wrong thing at the wrong time in the wrong place in the conversation and doesn't realize it
Does not pick up on social non-verbal cues, facial expressions, gestures--does not realize when the other wants to end a conversation or understand the emotional content of another's words

Can't complete homework
Class discussion is badly handled
Trouble gaining information from books, lectures, resources
Trouble prioritizing information
Trouble knowing what to do first, next, last
Following rules of classroom are erratic, difficulty understanding rules or need for rules
Poor test performance
Can't explain what the problem is or reason for failture of assignment or behavior
Trouble with school routines--classroom locations, period length, warm-up routines, after-school help, meetings, remembering what to take home and bring back, backpack and locker is messy
Poor at working independently
Concentration and attention seem poor
Overall poor organization

Poor self-esteem
Problems establishing or maintaining friendships
Loss of motivation, cumulative sense of failure
Depression, anger, frustration, withdrawal, agression
Reluctance to participate, including remedial work
Inappropriate coping mechanisms: bullying, clowing, copying and cheating, plagiarism, delinquency, truancy, going to the nurse or restroom frequently

Find out how a brain of a kid with reading problems, like Jonathan, handles reading differently than the brain of a strong reader.

While these students might have trouble writing, they might do other fine motor skills well--drawing, building, playing an instrument.
They usually hold a pencil unlike others, either gripping it too hard or the suffer from pain after writing.
They can't write "fast enough" to keep up--cursive is very difficult.
They are often embarrassed of their written work so they write as little as possible, misleading the reading about their understanding.
They can often be faster on a computer, with less fatigue and better self-esteem.

from Levine, All kinds of minds, 269

Video: Writing Difficulties
Watch video from Misunderstood Minds on the difficulty some students experience when trying to write.

These students look clumsy--their minds have trouble controlling their large muscles, and they bump into desks, people, corners
They have trouble playing sports--difficulty remembering the sequence of events necessary to throw a ball, swing a racket, jump a hurdle
They tend to avoid sports so as not to be made fun of--they decide they don't "like" that game

from Levine, All kinds of minds, 272-73

Remembering new skills or new facts, even immediately after studying them
Remembering new skills or new facts for a short while (in the evening) and then forget them (in the morning)

One has to remember spelling, punctuation, rules, vocabulary, ideas, organization, as well as how to actually make the letters
They often have trouble remembering what they were going to write because they are so consuming with remembering how to write
Often work too slowly--concentrating so hard on remembering so much

Above from Levine, All kinds of minds, 249-50

Labeling (ex: wind, rain, snow, hail, temperate, savannah, tundra, moist, dry, tropical)
Categorization (ex: weather, climate, temperatures, biomes)
Association (ex: weather is to climate)
Organization (ex: The Effects of Climate and Weather on Landforms)

These students find it hard to concentrate
They are paying very close attention to something other than the task at hand and miss important information
They "take breaks" in their mind--they gaze, listen to certain sounds, think about things entirely unrelated to the current situation
They feel tired or bored at school
They often have minds that move too fast--they make careless errors
Sometimes they move their bodies too much and fidget and wiggle--this is the hyperactive addition
They are often impulsive and say whatever comes to mind, regardless of the relevance, so their conversations can be inappropriate
The want new situations or activities all the time, and they really want it
They are often very smart in other ways, and think "outside the box" because their minds are making connections in different ways

from Levine, All kinds of minds, 233-35