What Is Dyslexia?

Dyslexia at a Glance Dyslexia is the name for specific learning disabilities in reading. Dyslexia is often characterized by difficulties with accurate word recognition, decoding and spelling. Dyslexia may cause problems with reading comprehension and slow down vocabulary growth. Dyslexia may result in poor reading fluency and reading out loud. Dyslexia is neurological and often genetic. Dyslexia is not the result of poor instruction. With the proper support, almost all people with dyslexia can become good readers and writers.

As with other learning disabilities, dyslexia is a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling, and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness. It is also not the result of impaired vision. Children and adults with dyslexia simply have a neurological disorder that causes their brains to process and interpret information differently. Dyslexia occurs among people of all economic and ethnic backgrounds. Often more than one member of a family has dyslexia. According to the National Institute of Child and Human Development, as many as 15 percent of Americans have major troubles with reading. Much of what happens in a classroom is based on reading and writing. So it's important to identify dyslexia as early as possible. Using alternate learning methods, people with dyslexia can achieve success.

What Are the Effects of Dyslexia? Dyslexia can affect people differently. This depends, in part, upon the severity of the learning disability and the success of alternate learning methods. Some with dyslexia can have trouble with reading and spelling, while others struggle to write, or to tell left from right. Some children show few signs of difficulty with early reading and writing. But later on, they may have trouble with complex language skills, such as grammar, reading comprehension, and more in-depth writing. Dyslexia can also make it difficult for people to express themselves clearly. It can be hard for them to use vocabulary and to structure their thoughts during conversation. Others struggle to understand when people speak to them. This isn't due to hearing problems. Instead, it's from trouble processing verbal information. It becomes even harder

with abstract thoughts and non-literal language, such as jokes and proverbs. All of these effects can have a big impact on a person's self-image. Without help, children often get frustrated with learning. The stress of dealing with schoolwork often makes children with dyslexia lose the motivation to continue and overcome the hurdles they face. What Are the Warning Signs of Dyslexia? The following are common signs of dyslexia in people of different ages. If you or someone you know displays these signs, it doesn't necessarily mean you have a learning disability. But if troubles continue over time, consider testing for dyslexia. Dyslexia: Warning Signs By Age Young Children Trouble with: Recognizing letters, matching letters to sounds, and blending sounds into speech Pronouncing words, for example saying mawn lower instead of lawn mower Learning and correctly using new vocabulary words Learning the alphabet, numbers, and days of the week or similar common word sequences Rhyming School-Age Children Trouble with: Mastering the rules of spelling Remembering facts and numbers Handwriting or with gripping a pencil Learning and understanding new skills; instead, relying heavily on memorization Reading and spelling, such as reversing letters (d,b) or moving letters around (left, felt) Following a sequence of directions Trouble with word problems in math Teenagers & Adults Trouble with: Reading at the expected level Understanding non-literal language, such as idioms, jokes, or proverbs Reading aloud Organizing and managing time Trouble summarizing a story Learning a foreign language Memorizing

How Is Dyslexia Identified? Trained professionals can identify dyslexia using a formal evaluation. This looks at a person's ability to understand and use spoken and written language. It looks at areas of strength and weakness in the skills that are needed for reading. It also takes into account many other factors. These include family history, intellect, educational background, and social environment. How Is Dyslexia Treated? It helps to identify dyslexia as early in life as possible. Adults with unidentified dyslexia often work in jobs below their intellectual capacity. But with help from a tutor, teacher, or other trained professional, almost all people with dyslexia can become good readers and writers. Use the following strategies to help to make progress with dyslexia.

Expose your child to early oral reading, writing, drawing, and practice to encourage development of print knowledge, basic letter formation, recognition skills, and linguistic awareness (the relationship between sound and meaning). Have your child practice reading different kinds of texts. This includes books, magazines, ads, and comics. Include multi-sensory, structured language instruction. Practice using sight, sound, and touch when introducing new ideas. Seek modifications in the classroom. This might include extra time to complete assignments, help with note taking, oral testing, and other means of assessment. Use books on tape and assistive technology. Examples are screen readers and voice recognition computer software.

Get help with the emotional issues that arise from struggling to overcome academic difficulties. Reading and writing are key skills for daily living. However, it is important to also emphasize other aspects of learning and expression. Like all people, those with dyslexia enjoy activities that tap into their strengths and interests. For example, people with dyslexia may be attracted to fields that do not emphasize language skills. Examples are design, art, architecture, engineering, and surgery. Dyscalculia refers to a wide range of lifelong learning disabilities involving math. There is no single type of math disability. Dyscalculia can vary from person to person. And, it can affect people differently at different stages of life. Two major areas of weakness can contribute to math learning disabilities:

Visual-spatial difficulties, which result in a person having trouble processing what the eye sees Language processing difficulties, which result in a person having trouble processing and making sense of what the ear hears Using alternate learning methods, people with dyscalculia can achieve success.

What Are the Effects of Dyscalculia? Disabilities involving math vary greatly. So, the effects they have on a person's development can vary just as much. For instance, a person who has trouble processing language will face different challenges in math than a person who has trouble with visual-spatial relationships. Another person may have trouble remembering facts and keeping a sequence of steps in order. This person will have yet a different set of math-related challenges to overcome. For individuals with visual-spatial troubles, it may be hard to visualize patterns or different parts of a math problem. Language processing problems can make it hard for a person to get a grasp of the vocabulary of math. Without the proper vocabulary and a clear understanding of what the words represent, it is difficult to build on math knowledge. When basic math facts are not mastered earlier, teens and adults with dyscalculia may have trouble moving on to more advanced math applications. These require that a person be able to follow multi-step procedures and be able to identify critical information needed to solve equations and more complex problems.

What Are the Warning Signs of Dyscalculia? Having trouble learning math skills does not necessarily mean a person has a learning disability. All students learn at different paces. It can take young people time and practice for formal math procedures to make practical sense. So how can you tell if someone has dyscalculia? If a person continues to display trouble with the areas listed below, consider testing for dyscalculia. Extra help may be beneficial.

Dyscalculia: Warning Signs By Age Young Children Trouble with: Difficulty learning to count Trouble recognizing printed numbers Difficulty tying together the idea of a number (4) and how it exists School-Aged Children Trouble with: Trouble learning math facts (addition, subtraction, multiplication, division) Difficulty developing math Teenagers & Adults Trouble with: Difficulty estimating costs like groceries bills Difficulty learning math concepts beyond the basic math facts

in the world (4 horses, 4 cars, 4 children) Poor memory for numbers Trouble organizing things in a logical way - putting round objects in one place and square ones in another

problem-solving skills Poor long term memory for math functions Not familiar with math vocabulary Difficulty measuring things Avoiding games that require strategy

Poor ability to budget or balance a checkbook Trouble with concepts of time, such as sticking to a schedule or approximating time Trouble with mental math Difficulty finding different approaches to one problem

How Is Dyscalculia Identified? When a teacher or trained professional evaluates a student for learning disabilities in math, the student is interviewed about a full range of math-related skills and behaviors. Pencil and paper math tests are often used, but an evaluation needs to accomplish more. It is meant to reveal how a person understands and uses numbers and math concepts to solve advanced-level, as well as everyday, problems. The evaluation compares a person's expected and actual levels of skill and understanding while noting the person's specific strengths and weaknesses. Below are some of the areas that may be addressed:

Ability with basic math skills like counting, adding, subtracting, multiplying and dividing Ability to predict appropriate procedures based on understanding patterns knowing when to add, subtract, multiply, divide or do more advanced computations Ability to organize objects in a logical way Ability to measure telling time, using money Ability to estimate number quantities Ability to self-check work and find alternate ways to solve problems. How Is Dyscalculia Treated? Helping a student identify his/her strengths and weaknesses is the first step to getting help. Following identification, parents, teachers and other educators can work together to establish strategies that will help the student learn math more effectively. Help outside the classroom lets a student and tutor focus specifically on the difficulties that student is having, taking pressure off moving to new topics too quickly. Repeated reinforcement and specific practice of straightforward ideas can make understanding easier. Other strategies for inside and outside the classroom include:

Use graph paper for students who have difficulty organizing ideas on paper. Work on finding different ways to approach math facts; i.e., instead of just memorizing the multiplication tables, explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32. Practice estimating as a way to begin solving math problems. Introduce new skills beginning with concrete examples and later moving to more abstract applications. For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they work. Provide a place to work with few distractions and have pencils, erasers and other tools on hand as needed. Help students become aware of their strengths and weaknesses. Understanding how a person learns best is a big step in achieving academic success and confidence. What Is Dysgraphia?

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Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting, and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers and words on a line or page. This can result partly from:

Visual-spatial difficulties: trouble processing what the eye sees Language processing difficulty: trouble processing and making sense of what the ear hears As with all learning disabilities (LD), dysgraphia is a lifelong challenge, although how it manifests may change over time. A student with this disorder can benefit from specific accommodations in the learning environment. Extra practice learning the skills required to be an accomplished writer can also help. What Are the Warning Signs of Dysgraphia? Just having bad handwriting doesn't mean a person has dysgraphia. Since dysgraphia is a processing disorder, difficulties can change throughout a lifetime. However since writing is a developmental processchildren learn the motor skills needed to write, while learning the thinking skills needed to communicate on paperdifficulties can also overlap. Dysgraphia: Warning Signs By Age Young Children Trouble with: Tight, awkward pencil grip and body position Avoiding writing or drawing tasks Trouble forming letter shapes Inconsistent spacing between letters or words Poor understanding of uppercase and lowercase letters Inability to write or draw in a line or within School-Age Children Trouble with: Illegible handwriting Mixture of cursive and print writing Saying words out loud while writing Concentrating so hard on writing that comprehension of what's written is missed Trouble thinking of words to write Omitting or not finishing words in sentences Teenagers & Adults Trouble with:

Trouble organizing thoughts on paper Trouble keeping track of thoughts already written down Difficulty with syntax structure and grammar Large gap between written ideas and understanding demonstrated through speech

margins Tiring quickly while writing

What Strategies Can Help? There are many ways to help a person with dysgraphia achieve success. Generally strategies fall into three main categories:
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Accommodations: providing alternatives to written expression Modifications: changing expectations or tasks to minimize or avoid the area of weakness Remediation: providing instruction for improving handwriting and writing skills Each type of strategy should be considered when planning instruction and support. A person with dysgraphia will benefit from help from both specialists and those who are closest to the person. Finding the most beneficial type of support is a process of trying different ideas and openly exchanging thoughts on what works best. Although teachers and employers are required by law to make reasonable accommodations for individuals with learning disabilities, they may not be aware of how to help. Speak to them about dysgraphia and explain the challenges faced as a result of this learning disability. Here are examples of how to teach individuals with dysgraphia to overcome some of their difficulties with written expression. Early Writers Be patient and positive, encourage practice and praise effort. Becoming a good writer takes time and practice.

Use paper with raised lines for a sensory guide to staying within the lines. Try different pens and pencils to find one that's most comfortable. Practice writing letters and numbers in the air with big arm movements to improve motor memory of these important shapes. Also practice letters and numbers with smaller hand or finger motions. Encourage proper grip, posture and paper positioning for writing. It's important to reinforce this early as it's difficult for students to unlearn bad habits later on. Use multi-sensory techniques for learning letters, shapes and numbers. For example, speaking through motor sequences, such as b is big stick down, circle away from my body. Introduce a word processor on a computer early; however do not eliminate handwriting for the child. While typing can make it easier to write by alleviating the frustration of forming letters, handwriting is a vital part of a person's ability to function in the world. Young Students Encourage practice through low-stress opportunities for writing. This might include writing letters or in a diary, making household lists, or keeping track of sports teams. Allow use of print or cursive - whichever is more comfortable. Use large graph paper for math calculation to keep columns and rows organized. Allow extra time for writing assignments. Begin writing assignments creatively with drawing, or speaking ideas into a tape recorder Alternate focus of writing assignments - put the emphasis on some for neatness and spelling, others for grammar or organization of ideas. Explicitly teach different types of writing - expository and personal essays, short stories, poems, etc. Do not judge timed assignments on neatness and spelling.

Have students proofread work after a delay - it's easier to see mistakes after a break. Help students create a checklist for editing work - spelling, neatness, grammar, syntax, clear progression of ideas, etc. Encourage use of a spell checker - speaking spell checkers are available for handwritten work Reduce amount of copying; instead, focus on writing original answers and ideas Have student complete tasks in small steps instead of all at once. Find alternative means of assessing knowledge, such as oral reports or visual projects Teenagers and Adults Many of these tips can be used by all age groups. It is never too early or too late to reinforce the skills needed to be a good writer. Provide tape recorders to supplement note taking and to prepare for writing assignments. Create a step-by-step plan that breaks writing assignments into small tasks (see below). When organizing writing projects, create a list of keywords that will be useful. Provide clear, constructive feedback on the quality of work, explaining both the strengths and weaknesses of the project, commenting on the structure as well as the information that is included. Use assistive technology such as voice-activated software if the mechanical aspects of writing remain a major hurdle. How to Approach Writing Assignments Plan your paper (Pull together your ideas and consider how you want them in your writing.) Organize your thoughts and ideas Create an outline or graphic organizer to be sure you've included all your ideas. Make a list of key thoughts and words you will want to use in your paper. 1. Write a Draft This first draft should focus on getting your ideas on paper - don't worry about making spelling or grammar errors. Using a computer is helpful because it will be easier to edit later on.

2. Edit Your Work Check your work for proper spelling, grammar and syntax; use a spell checker if necessary. Edit your paper to elaborate and enhance content - a thesaurus is helpful for finding different ways to make your point. 3. Revise Your Work, Producing a Final Draft Rewrite your work into a final draft. Be sure to read it one last time before submitting it. What Is Dyspraxia? More Sharing ServicesShare|Share on facebookShare on twitter Share on email By NCLD Editorial Team 1 Comment

Dyspraxia is a disorder that affects motor skill development. People with dyspraxia have trouble planning and completing fine motor tasks. This can vary from simple motor tasks such as waving goodbye to more complex tasks like brushing teeth. It is estimated that dyspraxia affects at least two percent of the general population, and 70% of those affected are male. As many as six percent of all children show some signs of dyspraxia. A person with dyspraxia can learn to function independently. Special learning methods and repeated practice of basic tasks can help. Sometimes occupational, physical, or speech therapy is also needed. What Are the Effects of Dyspraxia? Dyspraxia is a lifelong disorder. Its severity and symptoms can vary from person to person. And, it can affect people differently at different stages of life. Dyspraxia can affect many basic functions required for daily living. It is often broken down into categories like these:

Dyspraxia By Category Category: Ideomotor Dyspraxia Ideational Dyspraxia May Cause Troubles with: Completing single-step motor tasks such as combing hair and waving goodbye. Multi-step tasks like brushing teeth, making a bed, putting clothes on in order, as well as buttoning and buckling Coordinating the muscle movements needed to pronounce words Establishing spatial relationships, for instance, being able to accurately position or move objects from one place to another

Oromotor Dyspraxia Constructional Dyspraxia

Dyspraxia often exists along with learning disabilities such as dyslexia (e.g., trouble reading, writing and spelling) or dyscalculia(e.g., trouble with mathematics), and other conditions that impact learning, such as AttentionDeficit/Hyperactivity Disorder (ADHD). Some symptoms of all of these are similar. Weaknesses in comprehension, information processing and listening can contribute to the troubles experienced by people with dyspraxia. They may also have low self-esteem, depression and other emotional and behavioral troubles. What Are the Warning Signs of Dyspraxia? Babies with dyspraxia may avoid crawling and rolling over and other tasks involving motor skills. As they become older, children with dyspraxia are prone to problems such as those listed below. Having these problems does not necessarily mean a person has dyspraxia. But if they continue over time, consider testing by trained professionals.

You or your child may benefit from special help. But if troubles continue over time, consider testing for dyslexia. Dyspraxia: Warning Signs By Age Young Children Trouble with:

School-Age Children Trouble with:

Teens & Adults Trouble with:

Learning to walk, jump, hop, skip, and throw or catch a ball Pronouncing words and being understood Establishing left- or righthandedness Bumping into things Moving the eyesinstead, moving the whole head Being sensitive to touch such as being irritated by clothing on skin, hair brushing, nailcutting, or teeth-brushing

Poor pencil grip and letter formation and slow handwriting Doing activities that require fine motor skills, like holding a pencil, buttoning, cutting with scissors Playing sports, riding a bike, and other activities requiring coordination Sensing direction Speaking at a normal rate or in way that can be easily understood Making social connections due to speech challenges Phobias and obsessive behavior

Speech control volume, pitch, articulation Writing and typing Over- or under- sensitivity to light, touch, space, taste, or smells Personal grooming and other self-help activities Cooking or other household chores Driving Clumsiness

How Is Dyspraxia Identified and Treated? There is no cure for dyspraxia. However, early identification and intervention can greatly help. Depending upon the severity of the disability, work with occupational, speech and physical therapists can improve a person's ability to function and succeed independently. It can be very frustrating to have trouble communicating or moving. Beginning at an early age, it is vital that parents offer patience, encouragement, help and support. All people with dyspraxia need help practicing simple tasks. They can benefit from step-by-step progress into more complex activities. Start with easy physical activities that develop coordination. This can increase confidence. Encourage friendships to broaden experience and understanding of social relationships. What Is Executive Function? More Sharing ServicesShare|Share on facebookShare on twitter Share on email By NCLD Editorial Team 3 Comments Page 1 of 2

Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. If you have trouble with executive function, these things are more difficult to do. You may also show a weakness with working memory, which is like seeing in your mind's eye. This is an important tool in guiding your actions. As with other learning disabilities, problems with executive function can run in families. It can be seen at any age, but it tends to become more apparent as children move through the early elementary grades. This is when the demands of completing schoolwork independently can trigger signs of a problem with executive function.

The brain continues to mature and develop connections well into adulthood. A person's executive function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large. Early attention to developing efficient skills in this area can be very helpful. As a rule, it helps to give direct instruction, frequent reassurance, and explicit feedback. How Does Executive Function Affect Learning? In school, at home, or in the workplace, we're called on all day, every day, to self-regulate behavior. Executive function allows us to:

Make plans Keep track of time and finish work on time Keep track of more than one thing at once Meaningfully include past knowledge in discussions Evaluate ideas and reflect on our work Change our minds and make mid-course corrections while thinking, reading, and writing Ask for help or seek more information when we need it Engage in group dynamics Wait to speak until we're called on What Are the Warning Signs of Executive Function Problems? A student may have problems with executive function when he or she has trouble:

Planning projects Comprehending how much time a project will take to complete Telling stories (verbally or in writing), struggling to communicate details in an organized, sequential manner Memorizing and retrieving information from memory Initiating activities or tasks, or generating ideas independently Retaining information while doing something with it, for example, remembering a phone number while dialing How Are Problems with Executive Function Identified?

There is no single test or even battery of tests that identifies all of the different features of executive function. Educators, psychologists, speech-language pathologists, and others use a variety of tests to identify problems. Careful observation and trial teaching are invaluable in identifying and better understanding weaknesses in this area. What Are Some Strategies to Help? There are many effective strategies to help with the problem of executive function challenges. Here are some methods to try: General Strategies: Take step-by-step approaches to work; rely on visual organizational aids. Use tools like time organizers, computers or watches with alarms. Prepare visual schedules and review them several times a day. Ask for written directions with oral instructions whenever possible. Plan and structure transition times and shifts in activities. Managing Time: Create checklists and to do lists, estimating how long tasks will take. Break long assignments into chunks and assign time frames for completing each chunk. Use visual calendars at to keep track of long term assignments, due dates, chores, and activities. Use management software such as the Franklin Day Planner, Palm Pilot, or Lotus Organizer. Be sure to write the due date on top of each assignment. Managing Space and Materials: Organize work space. Minimize clutter. Consider having separate work areas with complete sets of supplies for different activities. Schedule a weekly time to clean and organize the work space. Managing Work: Make a checklist for getting through assignments. For example, a student's checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc. Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems. Types of Accommodations to Include in an IEP or 504 Plan Students with learning disabilities (LD) such as dyslexia, dysgraphia, or dyscalculia often need accommodations in order to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage, or change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability. Once your child has been formally identified with a learning disability, you may request accommodations for your child's specific needs. If your child is eligible for an Individualized Education Program (IEP), the IEP team which includes the parents must decide which accommodations are appropriate and include them in the student's IEP. If your child is not eligible for special education services under IDEA, he or she may still be eligible for accommodations under a 504 Plan. Possible Accommodations to Consider: Presentation Provide on audio tape Provide in large print Reduce number of items per page or line Provide a designated reader Present instructions orally Response Allow for verbal responses Allow for answers to be dictated to a scribe Allow the use of a tape recorder to capture responses Permit responses to be given via computer

Permit answers to be recorded directly into test booklet Timing Allow frequent breaks Extend allotted time for a test

Setting Provide preferential seating Provide special lighting or acoustics Provide a space with minimal distractions Administer a test in small group setting Administer a test in private room or alternative test site Test Scheduling Administer a test in several timed sessions or over several days Allow subtests to be taken in a different order Administer a test at a specific time of day

Other Provide special test preparation Provide on-task/focusing prompts Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with the involvement of students, parents, and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.

Accommodations, Techniques and Aids for Learning

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to

aid students with specific learning disabilities learn more effectively at home or at school. Selection from these and other possibilities must be based on the individual needs of each child. Information and ideas from a multidisciplinary team, including the parents and student, are important for developing an Individualized Education Program (IEP) that meets the unique needs of each student with learning disabilities. A carefully developed multidisciplinary approach will make classroom instruction meaningful for the student.

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For some students who read slowly or with difficulty, a read -along technique with taped texts and materials can allow the learning of printed materials. For students with memory problems or difficulty taking notes, a fellow student might share notes; the student might tape the lesson; or the teacher might provide a copy of the lesson outline.

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For students who read below expected levels, educational videos and films or talking books can provide the general information that cannot be acquired from the printed page.

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For students with short term memory problems (e.g., understand math processes, but have short term memory problems that interfere with remembering math facts), a table of facts or a calculator could be provided.

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For the student whose handwriting is slow, illegible or includes many reversed letters, a cassette recorder or a computer with word processing software could be used for written work or tests.

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For the student who has difficulty with spelling, a misspeller's dictionary or computerized spell checker can help make written materials readable.

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For students who have difficulty reading cursive, small, or crowded print, typed handouts, large print, or double spaced materials can help.

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To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance. To teach spelling, use a multi-sensory approach which combines saying, spelling aloud, and writing words.

10. Ways to improve vocabulary and comprehension can include a student-developed file of vocabulary words and the use of word webs and visual organizers to relate words and ideas heard or read on paper. A dictionary or thesaurus, suited to the child's learning level, is also an excellent tool for building vocabulary, spelling and reading comprehension. 11. For students who have difficulty organizing time, materials and information, a variety of approaches can be used, including:

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a quiet, uncluttered homework space; alarm watch; purchased texts that can be marked with a highlighter; a homework assignment diary coordinated between home and school; study skills instruction; and a personally-developed date-book or scheduler.

12. For students who copy inaccurately, but need written practice to solidify learning, changes that may help include: leaving a space directly under each word, phrase or sentence, or having handouts on the desk for those who can't copy from the blackboard or take dictation accurately. For left-handed students, place the list of words at the right margin. For students whose writing is large, provide enlarged spaces for "fill in the blank activities. 13. For students who seem to process auditory information slowly (e.g., not fully understanding questions asked, recalling needed information, or forming an appropriate answer), be patient. Allow sufficient wait-time for the answer or provide the questions in

written form. 14. Oral and written language should be taught together as much as possible. Illustrations in a book being read should be used to generate conversation, vocabulary and concepts that will relate to what is to be read. Material that is read can be translated into a verbal summary, a word web, a visual organizer, or a computer presentation. 15. For students who find reading slow and difficult, supplement the subject matter being read with video tapes, DVDs, captioned TV programs, or computer software.

Dysgraphia
Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. It can lead to problems with spelling, poor handwriting, and putting thoughts on paper. People with dysgraphia might have trouble organizing letters, numbers and words on a line or page.

Dyspraxia
Dyspraxia is a disorder that affects motor skill development. People with dyspraxia have trouble planning and completing fine motor tasks. This can vary from simple motor tasks such as waving goodbye to more complex tasks like brushing teeth. It is not a learning disability (LD) but often coexists with other LDs and conditions that impact learning.

http://www.ncld.org/types-learning-disabilities