Reading Checklist
Each item that applies to the student should be checked off. Be careful to
include all possible situations; the more items which apply to the student, the
more likely it is that the student has a learning disability or problem with reading.
This is not diagnostic but rather just an indication of possible reading difficulties.
Student Name: _______________________________________
DOB: _____________________
Date of Checklist: ___________________________________________
Underachievement:
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Difficulties in learning to read, spell or write
School work does not reflect their true ability
School reports often say “Could do better.”
Results not reflective of the effort
Teaching and review activities only produces small improvements
Difficulties in combining spoken and written language:
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Slow to learn the link between sounds and letters
Can spell a word verbally but cannot write it
Difficulty putting thoughts on paper
Inserts words that are not there
Reading lacks fluency and speed
Memory Difficulties:
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Difficulties in remembering instructions
Difficulties in learning basics (letter and their sounds)
Difficulties remembering words from one page to the next
Problems learning unrelated sequences (for example, multiplication tables)
Can learn spelling words for a test but forgets the words very rapidly
Gets the sequence of letters or numbers wrong
Difficulties with arithmetic; uses fingers to count
Copies material incorrectly
Makes the same error over and over again
Family History
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Other family members have similar learning problems
Speech, phonological, and language difficulties
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Problems with word-finding when speaking
Problems pronouncing long words
Problems breaking words into sounds
Difficulties in blending sounds together
Difficulties in recognizing or producing rhymes
Difficulties in learning phonics
Later than average in learning to talk
History of early ear infections
Written language poorly structured
Visual Motor Difficulties
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Slow to learn how to write
Poor class work—untidy, slow, messy
Mixes upper and lower case letters
Difficulties in working as fast as other students
Poor coordination; clumsy
Loses place when reading; uses finger to keep track
Letter and number reversals after the age of seven
Disliked puzzles and drawing as a younger child
Difficulties with sustained writing; hand gets tired very quickly
Poor posture; slumps on desk when working; fidgets sitting on the floor
Concentration Difficulties
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Inattentive; in a daydream
Easily distracted
Diagnosed as having ADD
Often restless and fidgety
Often impulsive; does not stop and think; calls out in class
Makes many careless errors
Cannot read for more than a short period of time
Poor organization; often forgets books, or class materials
Social and Emotional Difficulties
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Avoids learning tasks; “loses” books; wastes time; “forgets” homework
Does not expect to succeed so does not try
Gets frustrated and upset when effort does not produce good results
Reluctant to accept help; does not like to be different
Told to “try harder” even when working very hard
The Most Commonly Used 100 Words:
Set 1:
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a
in
he
am
the
big
will
come
mother
said
Set 2:
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it
I
is
go
me
car
and
father
look
home
Set 3:
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like
get
have
can
do
boy
to
see
good
you
Set 4:
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no
here
girl
all
up
at
that
one
this
she
Set 5:
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of
was
we
jump
are
play
down
my
live
thing
Set 6:
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when
new
did
name
yes
run
with
don’t
what
little
Set 7:
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take
put
him
on
some
his
went
into
not
has
Set 8:
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two
know
can’t
her
brother
over
three
sister
them
make
Set 9:
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take
put
him
on
some
his
went
into
not
has
Set 10:
 bring
 fall
 too
 by
 let
 be
 fast
 want
 only
 made