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Early Warning Signs

Characteristics of People We Help 

Most good readers don't think too much about the process involved in learning to read.  It just seems to develop naturally and with ease.  But for a certain percentage of people, this is not the case.    Approximately 17%-20% of our nation's children have substantial difficulties learning to read.  And 74% of 3rd graders with learning disabilities are still experiencing them in 9th grade.  Therefore, early identification and intervention is key.  If you have concerns, after viewing this page, it's possible a more formal assessment may be warranted.   Our Learning Coordinators are experts in the reading process and can help guide you to an appropriate plan of action.

Preschool:

• Late Talking, compared to other children.
• Pronunciation Problems.
• Trouble Identifying words that begin or end with the same sound.
• Difficulty clapping out the number of words in a sentence.
• Slow vocabulary growth, often unable to find the right word.
• Difficulty rhyming words.
• Trouble learning numbers, the alphabet, and days of the week.

Kindergarten to 2nd Grade:

• Slow to Learn the connection between letters and sounds.
• Difficulty deleting sounds in a word to make a new word.
• Difficulty blending sounds to form a word.
• Difficulty clapping out the number of syllables in a word.
• Difficulty counting the number of sounds in a word;  words like "cat" (3) in 1st grade, "frog" (4) and "flight" (4) by 2nd grade.
  Confuses basic words (run, eat, want).
• Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home).
  

 

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Reading/Spelling

•Adds, leaves out, or reverses letters or sounds in words when reading, speaking, or spelling.

Given word   Read/spell
steam            stream
equipment    equetment

• Memorizes words for spelling tests, but later forgets them

• Guesses at words while reading

• Has trouble remembering words he/she has seen over and over

• Dislikes reading and avoids reading aloud

• Diagnosed with auditory processing disorder or dyslexia

          Comprehension

• Rereads material several times and still remembers only a few details, instead of the whole idea

• Works harder than classmates, but gets the same or lower grades

• Understands only part of a conversation and has difficulty responding relevantly

• Understands only parts of oral directions and has difficulty completing a task or reaching a destination

• Diagnosed with auditory processing disorder

         Visual-Motor Processing

• Unsure of left and right

• Unable to copy shapes and designs

• Has messy handwriting

• Diagnosed with dysgraphia

Mathematics

• Difficulty applying math skills

• Seems to “forget” a new skill when the class moves to the next one

• Does not seem to understand number concepts (place value, etc.)

• Counts on fingers

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