FAQ's

  • Q. What are some signs that could indicate a reading problem ?

    A child could :

    1. Confuse b and d, reads bog for dog and often confused b,d,p,q.
    2. Confuses the order of letters in words – reads was for saw.
    3. Loses his place on the page while reading, sometimes in the middle of a line or at the end of the line.
    4. If he/she doesn’t know a word, he/she has no systematic way to figure it out. He/she guesses or says, “I don’t know”.
    5. Reads without expression and ignores punctuation. The mechanics of reading are so hard for him that he has no awareness of the ideas expressed by the written symbols.
    6. Reads word-by-word, struggling with almost each one of them.

    Q. How would I know my child has a language problem ?

    He/she

    1. Cannot state something in an organized, cogent way. Tends to muddle, start in the middle of an idea. Cannot organize words properly into a question.
    2. Has trouble following directions, particularly long sequences of them.
    3. Is very literal. Misses inferences, subtleties, nuances, innuendos.
    Has a poor sense of humor, doesn’t understand jokes, puns, sarcasm.
    4. Can’t tell a story in sequence or summarize, can only recount isolated and highly detailed facts about an experience.

    Q. What are some typical math problems for a child with a learning disability ?

    He/she

    1. Counts on her fingers.
    2. Cannot commit multiplication facts to memory.
    3. Reserves two place number – 13 becomes 31. Also reverses single numbers.
    4. Doesn’t understand place value.
    5. Often understands concepts but can’t do it in written symbolic form with paper and pencil.
    6. On the other hand, sometimes a child can do rote arithmetic on paper, but it has no meaning and he/she can’t solve problems in daily life, such as making change for a dollar.
    7. Solves problems left to right instead of right to left.

    Q. Can you shed light on some typical school related phenomena in a child with a learning difference ?

    1. Erratic, inconsistent, unpredictable. Appears to be lazy. Good days, off days. Forgets what was learnt yesterday, but without re-teaching, he may remember it two days hence.
    2. Works very slowly – never finishes work in allotted time. Or works carelessly, finishing in half the expected time. Feels need to hurry, without thinking.
    3. Poorly organized. Desk is a mess. Always losing her coat or lunch.
    4. Loses homework, or hands it in late and sloppily done. Doesn’t understand or forget assignments.
    5. No study skills – doesn’t know how to organize work, how to plan in regard to deadlines, how to organize time.
    6. Low frustration tolerance. Gives up easily, or explodes.

    Q. Does my child have Dyslexia ?

    Individuals with dyslexia usually have some of the following characteristics.

    1. Difficulty with oral language
    a. Late in learning to talk.
    b. Difficulty pronouncing words.
    c. Difficulty acquiring vocabulary or using age appropriate grammar.
    d. Difficult following directions.
    e. Confusion with before/after, right/left, and so on.
    f. Difficulty learning the alphabet, nursery rhymes, or songs.
    g. Difficulty understanding concepts and relationships.
    h. Difficulty with word retrieval or naming problems

    2. Difficulty with reading
    a. Difficulty learning to read.
    b. Difficulty identifying or generating rhyming words, or counting syllables in words (Phonological Awareness).
    c. Difficulty with hearing and manipulating sounds in words (Phonemic Awareness).
    d. Difficulty distinguishing different sounds in words (Auditory Discrimination).
    e. Difficulty in learning the sounds of letters.
    f. Reverses letters or the order of letters when reading.
    g. Misreads or omits common small words.
    h. “Stumbles” through longer words.
    i. Poor reading comprehension during oral or silent reading.
    j. Slow, laborious oral reading.

    3. Difficulty with written language
    a. Difficulty putting ideas on paper.
    b. Many spelling mistakes.
    c. May do well on weekly spelling tests, but there are many spelling mistakes in daily work.
    d. Difficulty in proofreading.