Reading

Adequate comprehension when reading silently, but unable to read aloud with accuracy or fluency; or

Decodes individual words well, but comprehension is poor (may have deficient visualization skills)

On a timed reading comprehension test, few answers are completed but a high percentage of those completed are correct

Slow reading rate and/or difficulty adjusting speed to the nature of the reading task

Loses place while reading and/or needs to reread several times for comprehension

When reading aloud substitutes words, or omits words, word endings and syllables

Confusion of similar words, difficulty using phonics, problems reading multi-syllable words, poor retention of new vocabulary

Writing

Good content but poor execution (sentence structure, syntax, grammar, spelling, punctuation, capitalization)

Student with a good listening and speaking vocabulary has a preponderance of single-syllable words in written language (discrepancy between verbal ability and writing ability)

Limited amount of work (extremely short composition) and/or very slow writing speed

Poorly arranged work  (spatial organization difficulties)

Immature/illegible handwriting

Unable to find own mistakes

Makes frequent mistakes when copying from a book or the board

Spelling

Omissions of letters, word endings, syllables, and words in a sentence

Transpositions of letters and/or syllables

Unusual number of homophone substitutions (their/there, see/sea)

Inconsistent spelling (may miss “easy” words and correctly spell difficult words, or may spell same word different ways in one writing assignment)

Only first few letters of word are correct

Math

Transpositions of digits within numbers (e.g., 213 to 231 or 132)

Errors in copying from textbook or board, or from scratch paper to test

Inability to complete tests within standard time limits

Problem copied incorrectly from one line to another (does not see error)

Good grades on homework but poor performance on quizzes and tests (difficulty understanding and applying the underlying concepts)

Extremely disorganized scratch paper

Illogical, inconsistent or “trial and error” approach to math applications

Confuses sequence within math applications (e.g., long division, factoring, order of operations)

Unusual difficulties with rote memory and basic math facts (e.g., multiplication tables, formulas)

Confuses operational symbols (especially + and x) and consistently “loses” negative signs in step by step solving of algebra problems

Inability to understand and retain abstract concepts

Significant difficulty understanding word problems and math algorithms

Receptive Language/Listening Skills

Frequent requests for clarification

Difficulty attending to spoken language, inconsistent concentration

Inappropriate responses to verbal directions or in conversation and discussion

Confusion when following a sequence of verbal directions

Verbal Expression

Written expression is better than oral expression

Malapropisms/mixed metaphors (e.g.," flustration" instead of "frustration"/"Don't count chickens in midstream")

Pronunciation difficulties

Difficulty expressing ideas orally which student seems to understand

Difficulty speaking grammatically correct English (not ESL)

Other

Problems sustaining attention

Difficulty with memory

Lack of executive skills (seeing own errors and applying strategies to correct them)

Problems with organization and planning (time, materials and assignments)