Keeley OGrady

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Appendix A Learning Disorders Indicators Spreadsheet

This spreadsheet is an appendix to the associated literature review. Indicators
have been compiled from all references listed in the bibliography at the
conclusion of the literature review. Many indicators appear in several sources.

Indicator
hand tires easily
poor handwriting
vision problems (can't move eyes well on command)
poor posture
poor coordination
clumsy/stumbling/poor balance
trouble with buttons/scissors etc.
trouble with drawing
letters or words pronounced or written inaccurately
good with oral tests but poor at written tests of the same
material
rereads often with minimal comprehension
depends heavily on pictures for context
poor vocabulary - always uses the same easy words,
doesnt understand other
auditory processing lag - ask 1 question, move onto
second question, child responds to 1st question
confusion of similar words
Reading below age level
problems reading multi syllable words
difficulty with phonics, rhymes, sounds of syllables
difficulty understanding inflections
difficulty expressing themselves orally even when they
understand the information
problems describing things in sequence
difficulty decoding unfamiliar words
poor sentence structure/grammar/missed words
inconsistent spelling, spelling errors, letter reversal
difficulty copying from board/overhead
poorly formed letters, bad spacing/capitals/punctuation
difficulty writing thoughts down
difficulty remembering maths facts, computation,
grasping maths concepts
Number, symbol and unit reversal, e.g. 43 written as 34
difficulty comprehending word problems as maths
misunderstanding the meaning of numbers e.g. can't tell
which is larger, can't identify numbers

Possible cause
dyspraxia
dyspraxia
dyspraxia
dyspraxia
dyspraxia
dyspraxia
dyspraxia
dyspraxia
dyslexia
dyslexia
dyslexia
dyslexia
dyslexia or
dyscalculia
auditory
perception
difficulties
dyslexia
dyslexia
dyslexia
dyslexia
dyslexia
dyslexia
dyslexia
dyslexia
dysgraphia
dyslexia or
dysgraphia
dyslexia or
dysgraphia
dyslexia or
dysgraphia
dysgraphia
dyscalculia
dyscalculia
dyscalculia
dyscalculia

Keeley OGrady
inefficient counting strategies
inability to add single digit numbers mentally
confusion over printed maths symbols
trouble visualising patterns
difficulty understanding place-value
poor procedural skills lead to slowness and frustration
cant choose proper procedure
untidy, misaligned columns
inability to transfer maths skills to real life
difficulty reasoning/abstract concepts
poor organisation
poor time management
can't follow directions
work slower
can't read facial expressions/body language
can't interpret subtle messages e.g. sarcasm
confusion in spatial orientation, easily lost
difficulty telling time/disoriented in time
poor short term memory
Poor attention, easily distracted, unable to screen out
stimuli
hyperactivity
impulsive/poor decision making
extra attention to skills such as fine motor/visual
perception/processing
poor/inconsistent concentration
disengagement
low self esteem
dysfunctional attitudes
lack of strategies to promote learning
attribute failure to external factors
frustration
low motivation
depression
anxiety at specific activities
dependent on others, passive
avoids risk taking e.g. does not try to answer questions
anger at themselves/task/others
excessive stress around assessments
avoids certain activities
difficulty developing social relationships
shy/nervous
annoying/aggressive/provocative
frequently bullied/shunned by others, especially for being
'dumb'

32549854
dyscalculia
dyscalculia
dyscalculia
dyscalculia
dyscalculia
dyscalculia
dyscalculia
dyscalculia
dyscalculia
dyscalculia
all
all
all
all
all
all
all, especially
dyspraxia
all
all depending on
specifics
all
ADHD, dyslexia
all
all depending on
specifics
all
all
all
all
all
all
all
all
all
all
all
all
all
all
all
all
all
all
all

Keeley OGrady
have trouble sifting out critical information
can't predict consequences
can't adjust to new situations/new ideas/changes in
routine
trouble understanding others' reactions and responding
appropriately
perfectionist/workaholic tendencies
unusual study techniques
no fluency in skills
slow development e.g. first words, first steps
Constant repetition of an idea, inability to move onto a
new idea
Prone to sudden and extreme mood changes
sloppiness, carelessness
lack of common sense
Trouble with open ended questions
Poor note taking skills
Poor ability to proofread or double check work
Difficulty accepting criticism, or seeking or giving
feedback
can't negotiate or advocate for themselves
have trouble resisting peer pressure
inconsistency in abilities
trouble distinguishing subtle sounds or different voices
cant integrate/summarise information into big picture
family history of learning disorders
talented in other areas
displays attention-seeking or redirecting behaviours e.g.
class clown
zoned out/daydreaming often
difficulty organising ideas

32549854
all
all
all
all
all
all
all
all
all
all
all
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all
all
all
all
all
all
all
all
all
all
all
all
all
all