"First, find the instructions. Second, get the tools from the garage. Third, open the instructions to page 3. Then, check to see if you have all the components listed on page 3. After that, check with me which features I want to use. Last, figure out exactly where you want to put it."
"First, find the instructions. Second tick tick tick (from the clock)... the garage. Third, open the instructions to page…tick tick. Then, check… (what's that in the yard?) components listed on page 3. After that, gurgle gurgle (water sounds from the bathroom)… to use. Last, rustle rustle (sounds of instruction booklet pages being turned)… tick tick tick… put it."
A person who clearly hears instructions but is inefficient in processing the information into short term memory. He or she then "forgets," and gets in trouble. In reality, this is the result of an auditory processing problem;A person who is not as efficient as others in retrieving information from his/her cognitive storage, and thus, takes more time to find the answer to a question. The concentration required to shift through cognitive storage can cause one to become oblivious to other continuing cues. Unaware that the other person has moved on and has asked a new question because he/she had been concentrating on finding the answer, the person with this learning disability gives out that answer for the previous question. His/her correct answer (to the previous question) but incorrect answer (to the current question!) is seen as him/her being funny the first few times, but becomes annoying over time.A person is attentive and understands the information presented, and interacts or responds appropriately verbally, then doesn't follow through very well when required to write something about the information received. The written information come out as disconnected thoughts. Criticized for not trying, the person actually has a learning disability that makes it difficult and confusing as he/she tries to put ideas and opinions in written form.A person is a very slow reader and has always struggled with reading. He/she is thought to not care and/or mentally deficient in school. The person may have an undiagnosed visual perception learning disability creating difficulty in distinguishing the differences in letters that are "mirrors" of each other: "b" & "d", "p" & "q", "M" & "W", "Z" & "N". Dyslexic individuals can become preoccupied struggling to recognize letters and consequently miss or misinterpret social cues.
"Poor language and communication skills (Bryan, Donahue, Pearl, & Sturm, 1981; Donahue & Bryan, 1983; Mathinos, 1991; Vallance, Cummings, & Humphries, 1998)Difficulty recognizing and understanding others' emotions (Stone & LaGreca, 1983; Wiig & Harris, 1974)Cognitive processing and social-emotional problem-solving difficulties (Conte & Andrews, 1993; Hartas & Donahue, 1887; Tur-Kaspa & Bryan, 1995)Central nervous dysfunction (Denckla, 1986; Little, 1993; Rourke, d1987; Vogel & Fornss, 1992)Comorbid psychiatric disorders such as ADHD, depression, dysthymia (Forness, Kavale, San Miguel, & Bauman, 1998; San Miguel, Forness, & Kavale, 1996)Academic problems and educational isolation that produce social-emotional problems as a side effect (LaGreca & Stone, 1990; Siperstein & Bav, 1988M)History of repeated failure and low self-esteem (Vogel & Forness, 1992)" (Elksnin and Elksnin, 2004, page 3).
Speaks later than most childrenPronunciation problemsSlow vocabulary growth, often unable to find the right wordDifficulty rhyming wordsTrouble learning numbers, alphabet, days of the week, colors, shapesExtremely restless and easily distractedTrouble interacting with peersDifficulty following directions or routinesFine motor skills slow to develop
Slow to learn the connection between letters and soundsConfuses 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)Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)Slow to remember factsSlow to learn new skills, relies heavily on memorizationImpulsive, difficulty planningUnstable pencil gripTrouble learning about timePoor coordination, unaware of physical surroundings, prone to accidents
Reverses letter sequences (soiled/solid, left/felt)Slow to learn prefixes, suffixes, root words, and other spelling strategiesAvoids reading aloudTrouble with word problemsDifficulty with handwritingAwkward, fist-like, or tight pencil gripAvoids writing assignmentsSlow or poor recall of factsDifficulty making friendsTrouble understanding body language and facial expressionsHigh School Students and AdultsContinues to spell incorrectly, frequently spells the same word differently in a single piece of writingAvoids reading and writing tasksTrouble summarizingTrouble with open-ended questions on testsWeak memory skillsDifficulty adjusting to new settingsWorks slowlyPoor grasp of abstract conceptsEither pays too little attention to details or focuses on them too muchMisreads information (LD Online).