free quick assessments for learning disabilities

©2007 Learning Link Technologies http://www.learning-aids.com

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Disclaimer: These test forms are intended for home use only. The tests and the norms suggested are just that – suggested norms. These norms are not to be used for school grade placement or special education information. The tests are designed to give parents information on how to go about correcting learning disabilities and learning problems. The maker of these tests will not be held responsible for any misuse of these test forms. �

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How to Diagnose a Learning Problem

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If you: �

• have been searching for a way to help your child do better in school but have been met with so many obstacles along the way that you don’t know where to turn….

• understand that the schools (in most cases) are not equipped to actually help your child overcome a learning problem and you want your child to succeed in school and are willing to take the bull by the horns yourself….

• are looking for something beyond traditional learning methods, because traditional methods have not worked for your child…

• Have already tried numerous resources available and nothing seems to work…..

• want to pinpoint where the problem is and find a way to fix it, not sugarcoat it….

• spend an extraordinary amount of time at your child’s school and helping with homework and feel your time could be better spent…..



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• feel that your child has been mistreated or misdiagnosed by teachers or school officials, and you would like to find a way to help your child fit into the school system more easily so that these judgments can go away…..

• are exhausted from all you do to help your child in school and you need someone to guide you through a process that will give you and your child more time for fun activities instead of school work…..

• have invested huge amounts of money and time in an effort to help your child but haven’t found a system that has helped your child….

• are willing to spend 20 to 30 minutes a day with your child initially in order to correct any learning issues. If you can’t do this, then you are willing to find someone who can (friend, grandparent, college student, etc.)

then

You Really Can Correct a Learning Problem!

And help your child succeed in school and in life.



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Together, We Can Do It!

Learning problems, LD, ADD, ADHD, Dyslexia, Dysgraphia, Autism, Asperger’s Syndrome, Dyscalculia…. Everywhere you turn there’s a label, a remedy, a book, an expert. Where do you go if your child fits into one of these categories? What do you do? How about if your child doesn’t fit into one of these categories and is just having a rough time in school and needs a little tune-up? What if you don’t have any real information but just a nudging little feeling that something isn’t quite right, that your child just seems to learn differently than other children? Where do you go for help? Who do you turn to, and who do you trust? There’s just so much information to wade through…

As if you didn’t have enough to do already! Rest assured that I correct learning difficulties every day! It’s really not hard. If you can read and follow directions, you, too can help a child who is struggling.



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The first formal step I take with these kids is to diagnose their learning systems to find out why learning isn’t happening as it should be. I check for the following information:

• Dominant eye, hand, ear, and foot • Visual processing skills • Auditory processing skills • Eye/hand coordination and fine motor skills • Memory ability • Information processing

I get a clear picture of the child as a whole after this diagnostic testing session. I know where to start working and which area needs the most work. It’s really very simple. This is the most common picture of a child or student that I get:

• Right brain dominant • Poor visual and auditory processing skills • Poor eye/hand coordination • Extremely poor visual memory abilities • Tendencies toward dyslexia (many reversals) • High verbal skills • Above grade level vocabulary

I call this a “syndrome” because I see it so often. I have tested and worked with so many kids with this “syndrome” that I think I could do it with my eyes closed and my hands tied behind my back. �



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Most likely, your child has some or more of these symptoms that are interfering with learning and by taking each learning system and strengthening it, exercising it daily like an athlete preparing for a marathon, you, too, can walk your child through the confusing learning maze and end up at the finish line:

• Honor Roll • Reading, Math, and Spelling grades that make you

proud • A child who wants to go to school • A child with self –confidence • An end to homework battles • More time for family activities

“Each day of our lives we make deposits in the memory banks of our children.” �Charles Swindoll, clergyman You don’t need to pay a fortune to find out what is preventing your child from succeeding in school. The following diagnostic test forms are available for parents to use with their own children at home, saving hundreds and thousands of dollars for a diagnosis that gives you a blueprint on how to go about correcting any learning issues that exist.



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Answer yes or no to each question.

Does the student: 1. get carsick while reading in the car? _______ 2. reverse letters while reading? _______ 3. reverse numbers while doing math? _______ 4. switch words around (was, saw)? _______ 5. have trouble spelling short or easy words? _______ 6. have trouble staying on the line when reading? _______ 7. wear glasses? _______ 8. have astigmatism? _______ 9. ever have eyes that water? _______ 10. get headaches or neck aches? _______ 11. have words that start to run together while reading? _______



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12. have words that ever get fat or fuzzy, or develop a halo while reading? _______ 13. get bothered from doing school work for a long time? _______ 14. turn his/her head to the side while reading? _______ 15. skip words while reading? _______ 16. skip lines while reading? _______ 17. have a difficult time making pictures in the mind? _______ If you answered yes to 5 or more of these questions, it indicates that the student’s visual system is in distress. By exercising the eye muscles and training the eyes to move efficiently, school work and learning becomes easy.

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Eye Tracking: Test the student’s eye tracking. Hold a pencil or the following eye stick a few inches from the student’s eyes. Slowly move the stick back and forth and have the student follow the stick with his eyes. If you want a true indication of what the student’s eyes are doing, move the stick back and forth slowly in front of the student’s eye while it is patched or covered. Watch for shaky, jerky movements. Do the same with the other eye. Watch the student’s eyes. If eye movement is efficient, then the eyes will move smoothly. If the student’s eyes are jumping, shaking, or wiggling, then eye movement exercises need to be prescribed for remediation. ��



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Remediation and treatment for Visual Processing: If the student scored 5 or more yes answers on the first inventory

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If the student’s eyes were jerky or shaky for the eye tracking test, �

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the student’s visual system is probably in distress and this is interfering with academic success.

These are all common weaknesses, and are easily corrected. After a few months of eye exercises, students show huge improvements in learning success, including reading, writing, spelling, and math. There are numerous eye exercises and vision training exercises that will help the student’s eyes become stronger and learn to track effectively across a page.



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Answer yes or no to each question. Does the student: 1. have words that run together when writing? _______ 2. have poor posture when writing? _______ 3. have extremely large or small writing? _______ 4. avoid cursive writing? _______ 5. have a difficult time lining up columns on math assignments? _______ 6. have a difficult time copying from book to paper? _______ 7. have crooked or poorly spaced writing? _______ 8. have a difficult time with ball sports? _______ 9. tightly grip his pencil when writing? _______ 10. hold his pencil incorrectly? _______ 11. have messy or sloppy art work? _______



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If you answered yes to 4 or more of these questions, it indicates that the student’s eye/hand coordination is not working as well as it could. The eyes and the hands can be coordinated to make the writing process easy. Have the student: 1. Write the alphabet in lower case letters. ______________________________________________________

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2. Trace the dotted lines. -------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- 3. Place a line down the middle of the paths.



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Scoring: 1.�Check to see if the student’s letters are shaped correctly, are legible, are about the same size, and that capital letters are not used when writing the alphabet. 2.��Check to see if the student stayed on the lines and that pencil marks don’t go off the lines or all over the place. 3. Check to see if the student was able to put a line close to the middle of each path.

Remediation and treatment for Eye/hand Coordination:

If the student scored 4 or more yes answers on the first inventory,

Or If the student wasn’t able to form the alphabet letters correctly, wasn’t able to trace the line or make a line down the center shape,

Then the student needs help with eye/hand coordination so that writing and school work can be easy.



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There are many activities that can help a student who is having a difficult time with eye/hand coordination. Students who have been diagnosed with dysgraphia show huge improvement after using eye/hand coordination and fine motor skills activities. Often these kids are referred to an occupational therapist, which can be costly. You can get these exercises to do at home. Kids love them! It is suggested that you use

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Answer yes or no to each question. � Does the student: 1. have trouble following oral directions? _______ 2. have to see the person he is talking to in order to understand what they are saying? _______ 3. have a difficult time hearing his own voice while reading silently? _______ 4. become easily confused? _______ 5. have temper problems? _______ 6. have problems with mental math? _______ 7. have a difficult time with multi-step directions? _______ 8. have an existing label of ADD? _______



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If you answered yes to 3 or more of these questions, it indicates that the student’s auditory system is in distress. Activities that strengthen the auditory system will help. �

Have the student: Put the following words in alphabetical order: baby small zoo follow time list find glue stink play _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Write down the days of the week: _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________



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Repeat these words exactly: mark yes or no olives in vinegar _______ curiosity seekers _______ aluminum animal _______ suddenly suspicious _______ announced candidacy _______ conscientious maneuver _______ Repeat these sentences exactly: Three men – raced down the hill – to a boat – in a river. _______ After dark one night – he gave the money – to his best friend. _______ Repeat these combinations of words: dog – smiling – fountain – pretty _______ yellow – flag – talking – fantastic _______ jump – house – mistake – funny _______ air – design – yell – tag – black _______ find – smell – don’t – fright – smile _______ �

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Remediation and treatment for Auditory Processing Problems: If the student scored 3 or more yes answers on the first inventory, If the student had a difficult time writing words in alphabetical order or writing the days of the week

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If the student missed any of the repeating words or phrases

Then the student needs help with auditory processing so that listening and school work can be easy. I have often heard that nothing can be done for a student who is suffering from auditory problems. I have found this to be untrue. Kids show huge improvements with auditory training activities. Most teachers use the lecture model to teach, and this leaves kids with auditory problems in a tough situation. The kindest thing that you can do is to offer auditory skills training to kids with this problem. It’s so easy to do. And kids enjoy doing the exercises. When auditory memory and other auditory skills are strengthened, then learning becomes easier.



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Answer yes or no to each question. Is the student: �

1. a daydreamer? _______ 2. artistic? _______ 3. musical? _______ 4. emotional? _______ 5. often in a fantasy world? _______ 6. very smart but grades are poor? _______ 7. verbal but finds it difficult to put ideas in writing? _______ 8. uncoordinated? _______ 9. unable to focus on something that doesn’t interest him/her? _______ 10. uncoordinated? _______ 11. have handwriting with an irregular slant? _______



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12. having trouble with reversals? _______ 13. a poor speller? _______ 14. having trouble with reading but not math? _______ �

If you answered yes to 5 or more of these questions, it indicates that the student’s auditory system is in distress. Activities that strengthen the auditory system will help. �

You will need to test the student for eye, hand and foot dominance. If the student is mixed dominant, for instance, right handed but left eye dominant, then you will need to remediate with the brain exercises. To check for eye dominance: You can give the student a camera and ask him to hold it as if he were taking a picture. The eye that he holds the camera up to is his dominant eye. Or… You can give the student the following cut out. Have him hold it straight out in front of him. You will stand about 10-15 away from the student. Have the student line up the inner hole of the cut out with your nose.



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As you look through the cut out, you will see one of the student’s eyes. Whichever eye this is, left or right, is the dominant eye. Instructions: Cut out the circle. Give the square shape with the inner circle cut out to the student. Have the student step back from you for about 10-15 feet. Have him hold the cut out straight out in front of him and have him line it up with your nose. The eye that you see through the cut out circle is the student’s dominant eye.



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Foot dominance: Tell the student to stand on one foot. The foot that he is standing on is his dominant foot. Ear dominance: Give the student a phone or sea shell. Instruct the student to hold the phone or shell up to his ear as if he were listening. The ear that he holds the phone or shell up to is his dominant ear. Hand Dominance __________ Eye Dominance __________ Foot Dominance __________ Ear Dominance __________ �

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Remediation and treatment for Brain Retraining: If the student scored 5 or more yes answers on the first inventory,

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If the student was not aligned all right or left on hand, eye, ear, and foot dominance

Then the student would benefit from brain retraining.



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It only takes once a week with a session of physical exercises to balance the left and right hemispheres of the brain. It is easy to do. Until the student’s brain is taught to learn, then school work can be difficult for these students. As a matter of fact, I use the Brain Retraining on every student I get. It has never failed me yet in bringing a student up to grade level. �

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Answer yes or no to each question. Does the student: 1. have a difficult time memorizing math facts? _______ 2. learn spelling words and do fine on a test but can’t write the same words in own writing? _______ 3. read something but can’t tell you what was just read? _______ 4. ask you to repeat directions? _______ 5. act like information that was taught at another time is new information, even though the student mastered it before? _______ 6. fail to grasp grade level concepts? _______ 7. have a difficult time putting ideas in writing? _______ 8. seem lost a lot of the time? _______ If you answered yes to 3 or more of these questions, it indicates that the student’s memory is weak. Activities to strengthen the memory will help.



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Have the student repeat the following words in a series: Level 1 hop, dog, sink father, take, fall, drink Level 2 apple, jumping, petunia standing, belly, design, figure Level 3 district, family, appetite dangerous, agile, christen, familiar The student should be able to correctly repeat the series of words back to you without help or having you repeat the words. Level 1 – grades K-1 Level 2 – grades 2-4 Level 3 –grades 5 and up



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Remediation and treatment for Brain Retraining: If the student scored 3 or more yes answers on the first inventory,

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If the student scored below the suggested grade levels for the memory activities

Then the student would benefit from memory training activities. Until the student can remember the information that was taught or presented, there will be limited school success. The students who do well in school remember what was taught so that the information can be revealed during testing and application. Most people think that if the memory is weak that the student is destined to a life of failure. This just isn’t true. I work on memory building activities daily with students and get outstanding results.��

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Answer yes or no to each question. Does the student: �

1. have a difficult time doing more than one thing at a time? _______ 2. have a difficult time with left and right? _______ 3. reverse words or letters in writing or reading? _______ 4. go from one task to another without completing any of them? _______ 5. have an existing diagnosis of dyslexia? _______ 6. have a difficult time with abstracts or algebra? _______ 7. fail to understand a subject that doesn’t interest him/her? _______ 8. have a difficult time with directions such as east and west? _______



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If you answered yes to 3 or more of these questions, it indicates that the student is having a difficult time processing information. Activities and exercises to strengthen processing will help.

Remediation and treatment for Processing Information: If the student scored 3 or more yes answers on the first inventory,

Then the student would benefit from processing skills activities. These activities are easy to do and a lot of fun. Kids love them. They are a challenge, but in a fun way. Learning to think in a different way is life changing for these kids. There’s no mystery to strengthening processing skills. The more a student does them, the easier it is to process information presented at school. ��

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� So, there you have it. The tried and true method of correcting learning problems. You now know which areas are weak for your child or student. You now know where to begin. The rest is up to you. Best wishes to you on your journey. Lisa Harphttp://www.learning-aids.com




free quick assessments for learning disabilities

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