{"id":11945,"date":"2022-05-05T20:01:02","date_gmt":"2022-05-05T20:01:02","guid":{"rendered":"https:\/\/blogs.cooperhealth.org\/ehealth\/?p=11945"},"modified":"2022-05-05T20:01:02","modified_gmt":"2022-05-05T20:01:02","slug":"early-red-flags-of-learning-disabilities-warning-signs-and-other-indicators","status":"publish","type":"post","link":"https:\/\/blogs.cooperhealth.org\/ehealth\/2022\/05\/05\/early-red-flags-of-learning-disabilities-warning-signs-and-other-indicators\/","title":{"rendered":"Early “Red Flags” of Learning Disabilities: Warning Signs and Other Indicators"},"content":{"rendered":"

By identifying the \u201cred flags\u201d as early as possible, you are on the path to giving the child what is needed to develop a solid foundation of fundamental skills, to allow success with reading.<\/em><\/h2>\n

This article originally appeared digitally in April, 2022 here<\/a>. It is reposted by Cooper University Health Care with permission by EP Magazine. Subscribe for free at www.epmagazine.com<\/a>.\u00a0<\/em><\/p>\n

\n
\""Early<\/a>

Click to view larger image.<\/p><\/div>\n

\""Early<\/a>

Click to view larger image.<\/p><\/div>\n

As children progress from preschool into kindergarten and first grade, there are different warning signs that parents and teachers can identify which rep\u00adresent what I call, \u201cred flags\u201d of con\u00adcern. While these \u201cred flags\u201d may not necessarily mean that the child has a learning disability such as dyslexia, they should be tracked closely and not ignored.<\/p>\n

Most research has shown that approximately 60% to 70% of the children going into first grade progress without particular difficulty and they will develop adequate skills in read\u00ading, spelling and writing. These are children that I call on the \u201csmooth road.\u201d<\/p>\n

The children that are on a rougher road tend to have greater difficulty with the development of their early skills. Within this article, the \u201cred flags or warning signs of concern\u201d will be highlighted by age-grade range.<\/p>\n

Here are some of the red flag\/warning signs:<\/p>\n

Preschool-Kindergarten<\/h3>\n

Difficulty with letter recognition:<\/strong>\u00a0Most children start learning their letters between the ages of four and five. Success with letter awareness and letter recognition at this age is a good predictor that the child will develop adequately.<\/p>\n

In contrast, when a four or five-year-old child struggles to learn the names of upper and lowercase letters, it is good predictor that the child will show later signs of struggling with the development of early reading skills.<\/p>\n

Difficulty connecting letters with their sounds; difficulty rhyming, and\/ or playing with sounds and words:<\/strong>\u00a0Preschoolers frequently engage with activi\u00adties that involve various types of rhyming within their normal interactions in the class\u00adroom. For many children rhyming and aware\u00adness of sound are intuitively developed, that is it comes to them naturally.<\/p>\n

For example, ask a four-year-old child to say the word \u201ccat\u201d and then ask them to come up with a word that rhymes with \u201ccat,\u201d and many will be able to do so. Similarly, when asking children to play with sounds within words, they are able to do so. For example, ask a five-year-old child to say the word \u201cpat\u201d and then ask the child to say the word without the \u201cp\u201d sound. Many will correctly answer \u201cat.\u201d<\/p>\n

Researchers have called this ability \u201cphone\u00admic awareness,\u201d the awareness of sounds within words. Difficulty with phonemic awareness represents a possible predictor of difficulty with early reading success. Some children struggling with this skill, respond well when given appropriate direct instruction.<\/p>\n

Early reading resistance:<\/strong>\u00a0Children in kindergarten who are seen to be resistant to early reading activities or reading-related activities represent another type of red flag.<\/p>\n

Often, a child may understand that com\u00adpared to the other children in their class, their skills are not developing easily and they then become more insecure and avoidant as a result.<\/p>\n

Parent predisposition:<\/strong>\u00a0Another predic\u00adtor for reading difficulty is whether either (or both) of the child\u2019s parents struggled with read\u00ading when they were young. Effectively, there is a \u201cpass down\u201d that occurs when one or both parents struggled when they were young.<\/p>\n

Early Stage Summary:<\/strong>\u00a0In summary, these early predictors in preschool through kindergarten start to add up like they are weights on a scale.<\/p>\n

The combination of a parent experiencing early reading struggling and the child who is showing signs of difficulty with letter names or sounds within preschool or kindergarten, represent warning signs or red flags.<\/p>\n

First Grade<\/h3>\n

Too much guessing while attempt\u00ading to read words:<\/strong>\u00a0When children face an unfamiliar word that they have not previ\u00adously memorized, they will often guess at the word and substitute anything, even if it\u2019s nonsensical or ends up disrupting the meaning.<\/p>\n

For example, the child reads the text that says, \u201ca picture of my rabbit,\u201d and reads it as \u201ca porto of my raber.\u201d In spite of the fact that the guessing makes no sense, the child may keep reading. This word substitution and guessing will clearly impact reading comprehension.<\/p>\n

Similarly, another strong predictor in first grade is difficulty with reading nonsense words. For example, if the child has trouble sounding out nonsense words like \u201cgat or \u201cfip,\u201d this would be a strong predictor that the child will be experiencing early \u201cdecod\u00ading\u201d problems, which is a significant warn\u00ading sign.<\/p>\n

Late First Grade-Early Second Grade<\/h3>\n

Difficulty with low frequency words:<\/strong> For children in later first grade into early second grade, reading can quickly become quite laborious. Particularly problem\u00adatic, are words that are called \u201clow frequen\u00adcy.\u201d For example, words, such as \u201cporcupine\u201d and \u201cvolcano\u201d may prove to be challenging because they are not all that frequently seen. A child with decoding problems will not know how to break the words into their component parts<\/p>\n

Writing development:<\/strong> Difficulty with writing and spelling also are warning sign indicators. A child\u2019s response to open-ended writing, such as, \u201cwrite about your weekend\u201d can be a good indicator as to how the child is developing. Questions that are important to consider include: \u201cIs writing a laborious process?\u201d \u201cWhat does the spelling look like?\u201d \u201cHow are the sentences formed?\u201d<\/p>\n

Difficulty following directions:<\/strong> Difficulty following directions is often a sig\u00adnificant red flag of concern. Such children become confused readily and need extra time to understand what is being asked of them. The difficulty may be an indicator of a problem with processing and understanding basic language.<\/p>\n

Weak reading fluency:<\/strong> When a child is in first and early second grade, it is essential to listen to how they read, to determine their basic reading fluency. How does the reading sound? Is it labored or smooth? Are there lots of hesitancies? Are there many substitu\u00adtion errors that do not make any sense in the context of the story?<\/p>\n

In Conclusion: Identifying the “Red Flags” and Building Bottom-Up Skills<\/h3>\n

When the \u201cred flags\u201d have been identified, it is not time to assume that a disability is present, however, it is not time to sit back either.<\/p>\n

If possible, within your community, look for tutors or teachers who know how to teach the fundamental skills such as identifying words and decoding. In addition to these basic skills, reading com\u00adprehension and higher-order thinking skills can be mastered.<\/p>\n

By identifying the \u201cred flags\u201d as early as possible, you are on the path to giving the child what is needed to develop a solid foundation of fundamental skills, to allow success with reading.<\/p>\n

\n

ABOUT THE AUTHOR:<\/strong><\/p>\n

\"Richard<\/a>

Richard Selznick, PhD<\/p><\/div>\n

Dr. Richard Selznick is a psychologist and the director of the Cooper Learning Center, Department of Pediatrics, Cooper University Health Care. The author of “The Shut-Down Learner: Helping Your Academically Discouraged Child”, as well as “What to Do about Dyslexia: 25 Essential Points for Parents,” and three other related books. He can be contacted through email: selznick-r@cooperhealth.edu<\/a>. To learn more about his books, blogs and podcasts, go to www.shut\u00addownlearner.com and www.cooperlearningcenter.org.<\/p>\n","protected":false},"excerpt":{"rendered":"

By identifying the \u201cred flags\u201d as early as possible, you are on the path to giving the child what is needed to develop a solid foundation of fundamental skills, to allow success with reading. This article originally appeared digitally in April, 2022 here. It is reposted by Cooper University Health Care with permission by EP … [Read more…]<\/a><\/span><\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":{"0":"entry","1":"post","2":"publish","3":"author-rmineo","4":"post-11945","6":"format-standard","7":"category-uncategorized"},"yoast_head":"\nEarly "Red Flags" of Learning Disabilities: Warning Signs and Other Indicators - eHealth Connection<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.cooperhealth.org\/ehealth\/2022\/05\/05\/early-red-flags-of-learning-disabilities-warning-signs-and-other-indicators\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Early "Red Flags" of Learning Disabilities: Warning Signs and Other Indicators - eHealth Connection\" \/>\n<meta property=\"og:description\" content=\"By identifying the \u201cred flags\u201d as early as possible, you are on the path to giving the child what is needed to develop a solid foundation of fundamental skills, to allow success with reading. 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