Your Results

• Parents: We encourage you to share these results with your child's school, pediatrician, or related service providers (such as tutors), and to include these results as part of your child's educational files and reports.
• Teachers/Professionals: We encourage you to share these results with the child's parents as a starting point for discussing how best to support the child's development.
• Individuals: If you've filled out the checklist because you have concerns that you may have a learning disability, we encourage you to share these results with your doctor. Your doctor will be able to recommend appropriate next steps.

Gross and Fine Motor Skills
Appears awkward and clumsy, dropping, spilling, or knocking things over
Has limited success with games and activities that demand eye-hand coordination (e.g., piano lessons, basketball, baseball)
Has trouble with buttons, hooks, snaps, zippers, and learning to tie shoes
Creates art work that is immature for age
Demonstrates poor ability to color or write 'within the lines'
Grasps pencil awkwardly, resulting in poor handwriting
Experiences difficulty using small objects or items that demand precision (e.g., Legos, puzzle pieces, tweezers, scissors)
Dislikes and avoids writing / drawing tasks

Language
Demonstrates early delays in learning to speak
Has difficulty modulating voice (e.g., too soft, too loud)
Has trouble naming people or objects
Has difficulty staying on topic
Inserts invented words into conversation
Has difficulty re-telling what has just been said
Uses vague, imprecise language and has a limited vocabulary
Demonstrates slow and halting speech, using lots of fillers (e.g., uh, um, and, you know, so)
Uses poor grammar or misuses words in conversation
Mispronounces words frequently
Confuses words with others that sound similar
Inserts malapropisms ('slips of the tongue') into conversation (e.g., a rolling stone gathers no moths; he was a man of great statue)
Has difficulty rhyming
Has limited interest in books or stories
Has difficulty understanding instructions or directions
Has trouble understanding idioms, proverbs, colloquialisms, humor, and/or puns (note: take into account regional and cultural factors)
Has difficulty with pragmatic skills (e.g., understanding the relationship between speaker and listener, staying on topic, gauging the listener's degree of knowledge, making inferences based on a speaker's verbal and non-verbal cues)

Reading
Confuses similar-looking letters and numbers
Has difficulty recognizing and remembering sight words
Frequently loses place while reading
Confuses similar-looking words (e.g., beard/bread)
Reverses letter order in words (e.g., saw/was)
Demonstrates poor memory for printed words
Has weak comprehension of ideas /themes
Has significant trouble learning to read
Has trouble naming letters
Has problems associating letter and sounds, understanding the difference between sounds in words or blending sounds into words
Guesses at unfamiliar words rather than using word analysis skills
Reads slowly
Substitutes or leaves out words while reading
Has poor retention of new vocabulary
Dislikes and avoids reading or reads reluctantly

Written Language
Dislikes and avoids writing and copying
Demonstrates delays in learning to copy and write
Has messy and incomplete writing, with many 'cross outs' and erasures
Has difficulty remembering shapes of letters and numerals
Frequently reverses letters, numbers, and symbols
Uses uneven spacing between letters and words, and has trouble staying 'on the line'
Copies inaccurately (e.g., confuses similar-looking letters and numbers)
Spells poorly and inconsistently (e.g., the same word appears differently other places in the same document)
Has difficulty proofreading and self-correcting work
Has difficulty preparing outlines and organizing written assignments
Fails to develop ideas in writing so written work is incomplete and too brief
Expresses written ideas in a disorganized way

Attention
Fails to pay close attention to details or makes careless mistakes in schoolwork, work, or other activities
Has difficulty sustaining attention in work tasks or play activities
Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
Has difficulty organizing tasks and activities
Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort such as homework and organizing work tasks
Loses things consistently that are necessary for tasks / activities (e.g., toys, school assignments, pencils, books, or tools)
Is easily distracted by outside influences
Is forgetful in daily/routine activities

Math
Has difficulty with simple counting and one-to-one correspondence between number symbols and items / objects
Has difficulty mastering number knowledge (e.g., recognition of quantities without counting)
Has difficulty with learning and memorizing basic addition and subtraction facts
Has difficulty learning strategic counting principles (e.g., by 2, 5, 10, 100)
Poorly aligns numbers resulting in computation errors
Has difficulty estimating (e.g., quantity, value)
Has difficulty with comparisons (e.g., less than, greater than)
Has trouble telling time
Has trouble conceptualizing passage of time
Has difficulty counting rapidly or making calculations
Has trouble learning multiplication tables, formulas, and rules
Has trouble interpreting graphs and charts

Social/Emotional
Does not pick up on other people's moods / feelings (e.g., may say the wrong thing at the wrong time)
May not detect or respond appropriately to teasing
Has difficulty 'joining in' and maintaining positive social status in a peer group
Has trouble knowing how to share/express feelings
Has trouble 'getting to the point' (e.g., gets bogged down in details in conversation)
Has difficulty with self-control when frustrated
Has difficulty dealing with group pressure, embarrassment, and unexpected challenges
Has trouble setting realistic social goals
Has trouble evaluating personal social strengths and challenges
Doubts own abilities and prone to attribute successes to luck or outside influences rather than hard work

Other
Confuses left and right
Has a poor sense of direction; is slow to learn the way around a new place; is easily lost or confused in unfamiliar surroundings
Finds it hard to judge speed and distance (e.g., hard to play certain games, drive a car)
Has trouble reading charts and maps
Is disorganized and poor at planning
Often loses things
Is slow to learn new games and master puzzles
Has difficulty listening and taking notes at the same time
Performs inconsistently on tasks from one day to the next
Has difficulty generalizing (applying) skills from one situation to another