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Pre-school Indicators:
• Has persistent jumbled phrases, e.g. 'cobbler's club' for 'toddler's club'
• Use of substitute words e.g. 'lampshade' for 'lamppost'.
• Inability to remember the label for known objects, e.g. 'table, chair'.
• Difficulty learning nursery rhymes and rhyming words, e.g. 'cat, mat, sat'.
• Later than expected speech development.
• May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'.
• Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet.
• Enjoys being read to but shows no interest in letters or words.
• Is often accused of not listening or paying attention.
• Excessive tripping, bumping into things and falling over.
• Difficulty with catching, kicking or throwing a ball; with hopping and/or skipping.
• Difficulty with clapping a simple rhythm.
Primary School Age Indicators:
• Has particular difficulty with reading and spelling.
• Puts letters and figures the wrong way round.
• Has difficulty remembering tables, alphabet, formulae etc.
• Leaves letters out of words or puts them in the wrong order.
• Still occasionally confuses 'b' and 'd' and words such as 'no/on'.
• Still needs to use fingers or marks on paper to make simple calculations.
• Poor concentration.
• Has problems understanding what he/she has read.
• Takes longer than average to do written work.
• Problems processing language at speed.
• Has difficulty with tying shoe laces, tie, dressing.
• Has difficulty telling left from right, order of days of the week, months of the year etc.
• Surprises you because in other ways he/she is bright and alert.
• Has a poor sense of direction and still confuses left and right.
• Lacks confidence and has a poor self image.
Secondary School Age Indicators:
As for primary schools, plus:
• Still reads inaccurately.
• Still has difficulties in spelling.
• Needs to have instructions and telephone numbers repeated.
• Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'.
• Confuses places, times, dates.
• Has difficulty with planning and writing essays.
• Has difficulty processing complex language or long series of instructions at speed.
• Has poor confidence and self-esteem.
• Has areas of strength as well as weakness.
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