Version May 2024
| Problems in speaking |
| Mispronunciation of long, unfamiliar, or complicated words; the fracturing of words--leaving out parts of words or confusing the order of the parts of words; for example aluminum becomes amulium |
| Speech that is not fluent--pausing or hesitating often when speaking, lots of um's during speech, no glibness |
| The use of imprecise language, such as vague references to stuff or things instead of the proper name of an object |
| Not being able to find the exact word, such as confusing words that sound alike: saying tornado instead of volcano, substituting lotion for ocean, or humanity for humidity |
| The need for time to summon an oral response or the inability to come up with a verbal response quickly when questioned |
| Difficulty in remembering isolated pieces of verbal information (rote memory)--trouble remembering dates, names, telephone numbers, random lists |
| Problems in reading |
| Very slow progress in acquiring reading skills |
| The lack of a strategy to read new words |
| Trouble reading unknown (new, unfamiliar) words that must be sounded out; making wild stabs or guesses at reading a word; failure to systematically sound out words |
| The inability to read small "function" words, such as that, an, in |
| Stumbling on reading multisyllable words, or the failure to come close to sounding out the full word |
| Omitting parts of words when reading; the failure to decode parts within a word, as if someone had chewed a hole in the middle of the word, such as conible for convertible |
| A terrific fear of reading out loud; the avoidance of oral reading |
| Oral reading filled with substitutions, omissions, and mispronunciations |
| Oral reading that is choppy and labored, not smooth or fluent |
| Oral reading that lacks inflection and sounds like the reading of a foreign language |
| A reliance on context to discern the meaning of what is read |
| A better ability to understand words in context than to read isolated single words |
| Disproportionately poor performance on multiple-choice tests |
| The inability to finish tests on time |
| The substitution of words with the same meaning for words in the text he cannot pronounce, such as car for automobile |
| Disastrous spelling, with words not resembling true spelling; some spellings may be missed by spell check |
| Trouble reading mathematics word problems |
| Reading that is very slow and tiring |
| Homework that never seems to end, or with parents often recruited as readers |
| Messy handwriting despite what may be an excellent facility at word processing--nimble fingers |
| Extreme difficulty learning a foreign language |
| A lack of enjoyment of reading, and the avoidance of reading books or even a sentence |
| The avoidance of reading for pleasure, which seems too exhausting |
| Reading whose accuracy improves over time, though it continues to lack fluency and is laborious |
| Lowered self-esteem, with pain that is not always visible to others |
| A history of reading, spelling, and foreign language problems in family members |
آیا می خواهید مدیلیب را به صفحه اصلی خود اضافه کنید؟
