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Ldchecklist Document 14 pages

What is Dyslexia
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Parents and educators should be on the alert for consistent (and persistent) problems with learning and behavior. A child with a learning disability may have trouble evaluating personal
soci… Full description

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Specific_Learning_Disabiliti
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Shallu Joon
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Domains and Behaviors

Shaded area indicates a characteristic is more likely
to apply at that stage of life. Check all that apply.
From Everand
Social/Emotional (con’t) Speech is Sound Advice
The National Center for Learning Disabilities Learning Disabilities
You're Reading a Preview
Has trouble evaluating personal social strengths and
challenges (NCLD) works to ensure that the nation’s 15 Helen H Heron
Is doubtul o own abilities and is prone to attribute
successes to luck or outside inuences rather than million children, adolescents and adults with
Checklist No ratings yet
hard work Upload your documents to download.
learning disabilities have every opportunity
Attention
to succeed in school, work and life. Most people have problems with learning and
Fails to pay close attention to details or makes careless Upload to Download behavior rom time to time. During the school
mistakes in schoolwork, work, or other activities years, parents and educators should be on the aler t or
Has diculty sustaining attention in work tasks or NCLD provides essential information to parents, Document 25 pages
consistent (and persistent) patterns o diculty that
play activities
Does not ollow through on instructions and OR
professionals and individuals with learning children and adolescents may experience over time as learning Disability
they may signal an underlying learning disability (LD).
ails to nish schoolwork, chores, or duties in Sharmishtha
the workplace disabilities, promotes research and programs to While variations in the course o development are to be
Become No ratings yet
fosteraeffective
Scribd member
learning,to read and download
Has diculty organizing tasks and activities expected, unevenness or lags in the mastery o skills
and advocates for and behaviors, even with children as young as 4 or 5,
Avoids, dislikes, or is reluctant to engage in tasks that full documents. should not be ignored. And because LD can co-occur with other disorders, it’s
require sustained mental efort such as homework and policies to protect and strengthen
organizing work tasks important to keep careul and complete records o observations and impressions
Loses things consistently that are necessary or educational rights and opportunities. so they can be shared among parent, educators and related service providers
tasks/activities ( e.g., toys, school assignments, pencils, Start Your 30 Day FREE Trial when making important decisions about needed services and supports.
books, or tools)
Document 16 pages
Is easily distracted by outside inuences Keep in mind that LD is a term that describes a heterogeneous
Is orgetul in daily/routine activities (‘mixed bag’) group o disorders that impact listening, speaking, Gifted
reading, writing, reasoning, math, and social skills. And remember: Jhon Tyler Bayalan
Other learning disabilities do not go away! A learning disability is not something that
The National Center for Learning Disabilities can be outgrown or that is ‘cured’by medication, therapy, or expert tutoring. So, No ratings yet
Conuses let and right
381 Park Avenue South, Suite 1401 early recognition o warning signs, well-targeted screening and assessment,
Has a poor sense o direction; slow to learn the
eective intervention, and ongoing monitoring o progress are critical to helping
way around a new place; easily lost or conused in New York, NY 10016-8806
unamiliar surroundings individuals with LD to succeed in schoo l, in the workplace, and in lie.
Finds it hard to judge speed and distance
(212) 545-7510 • (888) 575-7373
(e.g., hard to play certain games, drive a c ar) The ollowing Learning Disabilities Checklist is designed as a
Trouble reading charts and maps helpul guide and not as a tool to pinpoint specifc learning Document 10 pages
disabilities. The more characteristics you check, the more likely that the
Is disorganized and poor at planning
individual described is at risk or (or shows signs o) learning disabilities. When
What are learning
Oten loses things
For more information flling out this orm, think about the person’s behavior over at least the past disabilities NOTES 2020
Is slow to learn new games and master puzzles six months. And when you’re done, don’t wait to seek assistance rom school
visit our web sites: jabea lyonga
Has diculty listening and taking notes at the personnel or other proessionals.
same time www.LD.org No ratings yet
Perorms inconsistently on tasks rom one day to Sheldon H. Horowitz, Ed.D.
the next www.GetReadytoRead.org Director of Professional Services, NCLD
Has diculty generalizing (applying) skills rom one Deanna Stecker, M.A.
situation to another
Senior Associate, Education Programs, NCLD
Document 9 pages

Learning Disabilities and

Disorders
mary
Learning Disabilities Checklist 100% (1)
Domains and Behaviors Domains and Behaviors Domains and Behaviors
Shaded area indicates a characteristic is more likely Shaded area indicates a characteristic is more likely Shaded area indicates a characteristic is more likely
to apply at that stage of life. Check all that apply. to apply at that stage of life. Check all that apply. to apply at that stage of life. Check all that apply.

Gross and Fine Motor Skills Language (con’t) Written Language (con’t)
Appears awkward and clumsy, dropping, spilling, or You're Reading a Preview
Has diculty with pragmatic skills (e.g., understands
Has diculty prooreading and sel-correcting work
Document 11 pages

knocking things over the relationship between speaker and listener, stays on 66666666666666666666666.
topic, gauges the listeners degree o knowledge, makes Has diculty preparing outlines and organizing
Has limited success with games and activities that
demand eye-hand coordination (e.g., piano lessons,
Upload
inerences your
based on a speaker’s verbaldocuments
and non-verbal cues) to download. written assignments docx
Reading Fails to develop ideas in writing so written work is
basketball, baseball)
incomplete and too brie
HarisAshfaqHashmi
Has trouble with buttons, hooks, snaps, zippers and
Conuses similar-looking letters and numbers
trouble learning to tie shoes Upload to Download Expresses written ideas in a disorganized way No ratings yet
Has diculty recognizing and remembering
Creates art work that is immature or age
sight words Math
Demonstrates poor ability to color or write ‘within
Frequently loses place while reading Has diculty with simple counting and one-to-one
the lines’
OR
Conuses similar-looking words (e.g., beard/bread) correspondence between number symbols and items/
Grasps pencil awkwardly, resulting in poor handwriting objects
Reverses letter order in words (e.g., saw/was) Document 15 pages
Diculty mastering number knowledge
Experiences diculty using small objects or items that
demand precision (e.g., Legos, puzzle pieces, tweezers,
Demonstrates poor memory or printed words
Become a Scribd member to read and download
(e.g. recognition o quantities without counting) LEARNING CONCEPT
scissors) Has weak comprehension o ideas and themes Has diculty with learning and memorizing basic
set net
Has signicant trouble learningfull
to readdocuments.
addition and subtraction acts
Dislikes and avoids writing and drawing tasks
Has diculty learning strategic counting principles
Has trouble naming letters (e.g. by 2, 5, 10, 100)
No ratings yet
Language
Has problems associating letter and sounds, Poorly aligns numbers resulting in computation er rors
Demonstrates early delays in learning to speak Start Your 30 Day FREE Trial
understanding the diference between sounds in words Has difculty es timating (e.g., quantity, value)
Has diculty modulating voice (e.g., too sot, too loud) or blending sounds into words
Has difculty with comparisons (e.g., less than, greater than)
Has trouble naming people or objects Guesses at unamiliar words rather than using word
analysis skills Has trouble telling time
Has diculty staying on topic
Reads slowly Has trouble conceptualizing the passage o time Document 120 pages
Inserts invented words into conversation
Has diculty counting rapidly or making calculations
Has diculty re-telling what has just been said
Substitutes or leaves out words while reading
02. Identifying Learners
Has poor retention o new vocabulary Has trouble learning multiplication tables, ormulas
Uses vague, imprecise language and has a limited
vocabulary Dislikes and avoids reading or reads reluctantly
and rules With Difficulties
Has trouble interpreting graphs and charts
Demonstrates slow and halting speech, using lots o Cheryl
llers (e.g., uh, um, and, you know, so) Written Language
Social/Emotional No ratings yet
Uses poor grammar or misuses words in conversation Dislikes and avoids writing and copying
Does not pick up on other peopl e’s mood/eelings
Mispronounces words requently Demonstrates delays in learning to copy and write (e.g., may say the wrong thing at the wrong time)

Conuses words with others that sound similar Writing is messy and incomplete, with many cross outs May not detect or respond appropriately to teasing
and erasures
Inserts malapropisms (‘slips o the tongue’) into Has diculty ‘joining in’ and maintaining positive
Has diculty remembering shapes o letters and social status in a peer group
conversation (e.g., a rolling stone gathers no mot hs; Document 27 pages
numerals
he was a man o great st atue) Has trouble knowing how to share/express eelings
Has diculty rhyming
Frequently reverses letters, numbers and symbols
Has trouble ‘getting to the point’
learning disabilities
Uses uneven spacing between letters and words, and
Has limited interest in books or s tories
has trouble staying ‘on the line’
(e.g., gets bogged down in details in conversatio n) api-242215249
Has diculty with sel-control when rustrated
Has diculty understanding instructions or directions Copies inaccurately (e.g., conuses similar-looking 100% (1)
Has trouble understanding idioms, proverbs, letters and numbers) Has diculty dealing with group pressure,
colloquialisms, humor, and/or puns embarrassment and unexpected challenges
Spells poorly and inconsistently (e.g., the same word
(note: take into account regional and cultural actors) appears diferently other places in the same document) Has trouble setting realistic social goals

© 2007 by National Center for Learning Disabilities, Inc. Permission is granted to reprint material for noncommercial purposes. Citation of NCLD as a source is required.

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