PSYCHOEDUCATIONAL FORMAT FOR REPORT WRITING

Reading Skills Assessment Format

a. Assessment Parameters

Foundational Reading Skills

Category Skill Description Behavioral Indicators Remarks

Phonemic Phoneme The ability to Difficulty isolating individual sounds
Awareness segmentation break down in words.
words into May struggle with tasks like
individual identifying the first or last sound in
sounds (e.g., words.
identifying the Takes longer to process tasks
sounds in requiring phoneme identification.
'cat': /k/, /æ/,
/t/).
Phonemic Phoneme The ability to Difficulty blending sounds quickly to
Awareness blending blend individual form words.
sounds together May be slow to respond when asked to
to form words blend sounds.
(e.g., blending Tends to hesitate or guess when
/k/, /æ/, /t/ to blending phonemes.
make 'cat').
Phonemic Phoneme The ability to Difficulty changing or substituting
Awareness manipulation manipulate sounds within words.
sounds within May not understand or respond to
words, such as tasks that require changing sounds.
changing the Shows signs of frustration or
initial sound of confusion when asked to manipulate
'cat' to /h/ to sounds.
form 'hat.'
Decoding Letter-sound The ability to Frequently guesses words based on
correspondence connect letters visual cues rather than decoding each
to their letter.
corresponding Struggles with new or unfamiliar
sounds to words, relying on memorization rather
decode than letter-sound knowledge.
unfamiliar Difficulty recalling letter-sound
words (e.g., associations when reading.
knowing that 'b'
makes /b/
sound).
Decoding Decoding of The ability to Difficulty with irregular words, often
regular and read both misreading them or relying on
irregular words regular (e.g., guesswork.
'cat') and Reads regular words slowly or
irregular words inaccurately.
(e.g., 'said') May omit or substitute letters when
correctly and reading unfamiliar words.
fluently.
Fluency Reading fluency The ability to Reads slowly, with frequent pauses,
(rate and read text especially with longer words or
accuracy) smoothly, phrases.
 quickly, and Tends to read word-by-word rather
with expression, than in phrases or sentences.
without May exhibit stress or frustration when
excessive pauses trying to read quickly.
or errors. Struggles with expression, reading in a
monotone voice.
Vocabulary Expressive The ability to Struggles to find the right word when
vocabulary use words in speaking or writing.
speech and Often uses basic or limited vocabulary
writing to to communicate.
communicate Avoids complex sentence structures
thoughts, ideas, and may repeat simple phrases.
and information. Frequently uses filler words or 'uh' in
conversations.
Vocabulary Receptive The ability to Difficulty following multi-step
vocabulary understand directions or understanding
words and their unfamiliar terms.
meanings when Struggles with answering questions
heard or read. that require understanding of new
vocabulary.
Requires repetition or rephrasing of
instructions to understand them.
Comprehension Listening The ability to Difficulty recalling key details from a
comprehension understand and story or conversation.
recall Struggles to summarize or explain
information what has been heard.
from spoken Needs frequent prompting to identify
language or text, key ideas or themes in stories.
including May appear disengaged or inattentive
identifying main during listening activities.
ideas and
supporting
details.
Comprehension Reading The ability to Struggles to answer questions about
comprehension understand and text or retell the main ideas.
interpret Often requires help to break down
written text, complex or lengthy texts.
including Difficulty identifying main points or
answering themes, may focus on irrelevant
questions or details.
summarizing Has trouble drawing inferences or
what was read. making predictions about the text.
Syllabication Syllable The ability to Difficulty counting or dividing words
recognition and recognize into syllables.
counting syllables in Struggles with multisyllabic words,
words and count may mispronounce or skip syllables.
the number of Shows signs of confusion when asked
syllables. to clap or tap out syllables.
Morphological Prefixes, The ability to Difficulty breaking down words into
Awareness suffixes, and understand how meaningful parts (prefix, root, suffix).
root words prefixes, Struggles with the meanings of words
suffixes, and when prefixes or suffixes are added.
roots modify the May rely on memorization rather than
meaning of analyzing word structure for meaning.
words.
Letter Identifying and The ability to Mixes up visually similar letters (e.g.,
Recognition naming letters recognize and 'b' and 'd', 'p' and 'q').
name both Struggles with recognizing letters in
uppercase and different fonts or handwriting styles.
lowercase Takes longer to identify letters when
letters correctly. asked quickly or in isolation.
May confuse similar-sounding letters
(e.g., 'm' and 'n').

1. Word Recognition

 Purpose: Evaluate the child’s ability to recognize and accurately recall words, particularly
high-frequency and sight words, without needing to decode.
 Prompts for Observation:
o Does the child hesitate or struggle with common sight words?
o Can the child recognize high-frequency words immediately, or do they require
phonetic decoding for familiar words?
o Are there specific types of words, such as longer or irregularly spelled words, that
consistently pose difficulties?

2. Word Fluency

 Purpose: Assess the child’s reading speed, rhythm, and ability to read smoothly without
excessive pausing or rushing, balancing both accuracy and pace.
 Prompts for Observation:
o Does the child read at an age-appropriate pace, or are they overly fast or slow?
o Do they frequently stop or stumble over particular words or types of words?
o Is there a balance between speed and accuracy, or does the child prioritize one over
the other, leading to comprehension issues?

3. Omissions

 Purpose: Identify any tendency to skip words, phrases, or entire lines, which can impact
overall comprehension and flow of reading.
 Prompts for Observation:
o Does the child skip small or seemingly insignificant words, such as articles ("the,"
"a")?
o Are there repeated omissions of certain words or phrases?
o Does the child miss entire lines or sections, especially when reading dense text?

4. Substitutions

 Purpose: Determine if the child frequently replaces one word with another, which may be
similar-looking or -sounding, potentially altering the meaning of the text.
 Prompts for Observation:
o Are substitutions typically similar in sound (e.g., “cat” for “cot”) or in appearance?
o Does the child substitute complex words with simpler, familiar ones, even if the
substitution changes the sentence's meaning?
o Is there a pattern to the types of substitutions, such as visually similar or
phonetically similar words?

5. Deletions
  Purpose: Assess whether the child omits parts of words, particularly prefixes, suffixes, or
individual letters, impacting the intended meaning.
 Prompts for Observation:
o Are parts of words, such as beginnings or endings, frequently left out?
o Does this omission alter the meaning or grammatical structure of the sentence?
o Are certain common prefixes or suffixes (like “re-” or “-ing”) consistently deleted?

6. Additions

 Purpose: Evaluate if the child adds extra letters, syllables, or entire words to sentences,
affecting clarity and overall sentence structure.
 Prompts for Observation:
o Does the child insert extra sounds, syllables, or unnecessary words into sentences?
o Are these additions consistent, possibly indicating confusion with specific sounds or
word structures?
o Do the additions impact the clarity of the sentence or the intended meaning?

7. Tracking Issues (Loses Track/Misses Lines or Words)

 Purpose: Observe if the child struggles to visually track lines of text, resulting in losing their
place, skipping lines, or missing words.
 Prompts for Observation:
o Does the child often lose their place, requiring a finger or ruler to maintain focus?
o Are there frequent instances of missing lines or sections in multi-paragraph text?
o Does the child need to re-read or appear confused, indicating skipped text?

b. Observing and Documenting Specific Reading Issues

Parameter Observation Specific Issues Identified

Word Recognizes high-frequency words Needs additional practice with
Recognition well but struggles with longer or irregularly spelled words; hesitates on
irregular words. new vocabulary.
Word Fluency Reads at an inconsistent pace, Tends to rush, which impacts
sometimes too quickly, leading to comprehension due to missing details or
mistakes. making errors.
Omissions Frequently skips small words like Omits key details that can alter sentence
“the” and “an,” and occasionally meaning; often skips lines when
misses entire lines in dense text. transitioning between paragraphs.
Substitutions Replaces similar-sounding words Substitutions affect accuracy, often
(e.g., “through” for “though”) and altering the intended meaning of the text.
visually similar words.
Deletions Commonly drops suffixes like “-ing” Missing word endings or beginnings lead
and “-ed,” as well as prefixes like to grammatical confusion and incorrect
“un-” or “re-.” interpretation of text.
Additions Adds extra syllables or modifies Extra parts of words create confusion,
words (e.g., “walking” becomes especially in complex sentences,
“walkingly”) in longer sentences. impacting understanding.
Tracking Loses track without a finger to Consistent difficulties in visually tracking
Issues guide, skips lines in multi- lines, leading to missing entire lines or
paragraph text. phrases, causing disorientation.
c. Recommendations Based on Observations

Sample Recommendations:

 For Word Recognition Issues:

o Use sight word flashcards and word recognition games to increase familiarity with
high-frequency words.
o Practice recognizing irregularly spelled words by breaking them down into smaller
parts or syllables.
 For Word Fluency Improvement:
o Implement repeated reading exercises to develop a smoother, consistent reading
pace.
o Use paired or choral reading with a fluent reader to model appropriate pacing and
rhythm.
 For Omissions and Substitutions:
o Use a finger or ruler as a tracking tool to minimize skipped words or phrases.
o Practice targeted reading exercises that highlight frequently omitted or substituted
words to improve accuracy.
 For Deletion Correction:
o Emphasize the importance of reading word endings, especially in exercises where
missing suffixes alter meaning.
o Use activities that involve reading sentences with omitted endings, reinforcing the
significance of complete words.
 For Addition Errors:
o Encourage slower, more deliberate reading by simplifying passages and focusing on
accuracy over speed.
o Reinforce self-monitoring skills, encouraging the child to re-read sentences to check
for unnecessary additions.
 For Tracking Issues:
o Encourage using visual aids (such as a finger or ruler) to maintain place on the page.
o Start with short passages, gradually increasing text length as tracking ability
improves.

Comprehensive Learning Skills Assessment Format

1. Reading Skills

a. Word Recognition, Fluency, and Common Reading Errors (Omission, Substitution, Deletion,
Addition, Tracking Issues)

 Refer to previous section for details on these parameters, observations, and

recommendations.

b. Reading Comprehension

 Purpose: Evaluate the child’s ability to understand, interpret, and analyze text, including
main ideas, details, inferences, and sequencing.
 Prompts for Observation:
o Can the child identify the main idea and key details of the passage?
o Are they able to make inferences or predictions based on context?
 Does the child understand the sequence of events in the text?
o
Can they answer both literal (direct) and inferential (implied) questions?
o
 Sample Documentation:

Parameter Observation Specific Issues Identified

Main Idea Struggles to summarize the main Needs support in pinpointing core ideas
Identification point without guidance. amidst supporting details.
Detail Recall Recalls key facts immediately Retains immediate information but
after reading but forgets some struggles with longer-term recall, affecting
details over time. overall comprehension.
Inference Has difficulty making predictions Struggles to go beyond literal
Making or interpreting implied meanings interpretation; may need prompts for
in the text. inferential thinking.
Sequencing Correctly sequences simple Needs additional help organizing events in
Events events but finds it hard with more detailed stories.
complex narratives.

 Recommendations:
o Practice identifying main ideas and summarizing short passages.
o Use guided questions to help the child make inferences and connect details.
o Work on sequencing skills with simple storyboards and visual aids to help them
organize information.

2. Writing Skills

 Purpose: Assess the child’s ability to organize thoughts, construct sentences, and express
ideas clearly in written form.
 Prompts for Observation:
o Can the child organize ideas logically and convey them clearly?
o Are sentences grammatically correct, and is there varied sentence structure?
o Does the child stay on topic, or do they need prompts to maintain focus?
o Are they able to self-edit and correct spelling, grammar, or punctuation errors?
 Sample Documentation:

Parameter Observation Specific Issues Identified

Idea Struggles with structuring ideas Needs support to create structured
Organization logically and maintaining flow. outlines or use graphic organizers for idea
mapping.
Sentence Uses simple sentences but has Limited sentence variety; requires
Construction difficulty forming complex exercises in forming complex sentences
sentences. for richer expression.
Topic Often deviates from the topic or Benefits from structured prompts and
Consistency needs prompting to stay focused. guided writing exercises to remain on
topic.
Self-Editing Rarely identifies spelling and Needs practice with self-editing strategies
grammar mistakes to improve accuracy in grammar and
independently. punctuation.

 Recommendations:
o Introduce pre-writing activities such as brainstorming or graphic organizers to aid
organization.
o Practice sentence expansion activities to increase sentence variety and complexity.
 o Implement self-editing checklists to improve independent proofreading skills.

3. Copying Skills

 Purpose: Evaluate the child’s ability to accurately replicate text, figures, or symbols, both
from near (on the same page) and far (from a board) sources.
 Prompts for Observation:
o Does the child replicate letters, words, and symbols accurately?
o Are there frequent omissions, substitutions, or additions when copying?
o Does copying from a distance (e.g., board to paper) pose greater challenges?
o Is the child copying word to word or letter to letter
 Sample Documentation:

Parameter Observation Specific Issues Identified

Accuracy in Often leaves out or changes letters Requires practice to reduce errors and
Near Copying when copying sentences. improve focus on details during copying.
Accuracy in Far Increased errors and slower Struggles more with far copying; may
Copying speed when copying from board benefit from closer positioning or
to paper. additional visual aids.

 Recommendations:
o Practice copying short sentences and gradually increase length to build accuracy.
o Provide lined paper or visual guides to support alignment and spacing in copied
work.
o For far copying, reduce visual distance by positioning the child closer to the board.

4. Spelling

 Purpose: Assess the child’s ability to spell accurately and recognize common spelling
patterns.
 Prompts for Observation:
o Does the child use phonics knowledge to spell unfamiliar words?
o Are there consistent errors with specific letter patterns or blends?
o Can the child self-correct common spelling mistakes?
 Sample Documentation:

Parameter Description Observation Specific Issues Identified

Phonics Use Ability to use phonics Can spell simple Shows difficulty with non-
knowledge to sound out and phonetic words but phonetic words, indicating a
spell unfamiliar words. struggles with need for visual memory support.
Includes recognizing sounds irregular spellings.
(phonemes) and matching
them to letters or letter
combinations. Example:
Spelling 'cat' based on
hearing /c/ /a/ /t/ sounds.
Pattern Ability to recognize and apply Makes common Needs focused practice on tricky
Recognition common spelling patterns mistakes in vowel letter combinations and high-
and rules, including vowel blends (e.g., 'ea,' 'ai') frequency words.
blends (like 'ea' in 'beach') and consonant
 and consonant clusters (like clusters (e.g., 'str,'
'str' in 'street'). Example: 'bl').
Applying the 'igh' pattern to
spell 'light.'
Self- Skill of noticing and Attempts to self- Requires structured practice in
Correction correcting one’s own errors correct spelling but identifying and correcting errors
during or after writing. struggles with in writing.
Involves awareness of complex errors.
spelling errors and the ability
to self-monitor. Example:
Spotting and fixing a spelling
mistake like 'gril' for 'girl.'
Graphomoto Motor control involved in Produces legible May benefit from fine motor
r Skills writing, including forming letters but has exercises and guided practice in
letters correctly, maintaining difficulty with written organization.
consistent size, and spacing spacing and letter
letters. Example: Writing size, especially
'dog' with evenly spaced and during prolonged
sized letters. writing.
Orthographic Ability to remember and Often forgets the Suggests a need for memory
Memory recall the correct spelling of visual patterns of aids (like 'word walls') and
words by visual patterns, irregular or high- repeated exposure to common
especially for non-phonetic frequency words. spellings.
or irregular words. Example:
Remembering that 'knife'
starts with 'kn.'

 Recommendations:
o Practice spelling through phonics games that reinforce letter patterns and blends.
o Use memory aids like “word walls” for frequently misspelled words.
o Provide spelling exercises focused on common errors and visual spelling cues.

5. Word Reading

 Purpose: Evaluate the child’s ability to read single words accurately, especially common or
high-frequency words.
 Prompts for Observation:
o Can the child read high-frequency words accurately and quickly?
o Are there particular types of words (e.g., irregular or multisyllabic) they struggle
with?

6. Text Reading

 Purpose: Assess the child’s ability to read and comprehend connected text, including pacing,
intonation, and understanding.
 Prompts for Observation:
o Does the child read connected text fluently, with appropriate intonation?
o Are there comprehension gaps, especially with more complex sentences?
7. Mathematics

 Purpose: Assess basic math skills, including number recognition, arithmetic, problem-
solving, and spatial understanding.
 Prompts for Observation:
o Can the child accurately perform age-appropriate calculations (addition, subtraction,
etc.)?
o Do they understand place value, sequencing, and basic spatial relationships?
o Is there consistency in their problem-solving approach, or do they need frequent
guidance?
 Sample Documentation:

Parameter Observation Specific Issues Identified

Basic Correctly adds and subtracts single Requires additional instruction and
Calculations digits but struggles with regrouping. practice with multi-step calculations.
Place Value Recognizes tens and units but often Needs reinforcement of place value
confuses positions in larger concepts and visual aids to help with
numbers. alignment.

 Recommendations:
o Reinforce calculation skills with visual aids such as counters or number lines.
o Provide step-by-step guidance and problem-solving templates to support
consistency.
o Practice place value concepts with manipulatives and visual exercises.
 Elaborate assessment parameters

Parameter Description Observation Specific Issues Identified

Operations Ability to perform Can perform single- Requires practice with
fundamental arithmetic digit addition but multi-step operations and
operations (addition, struggles with concepts like borrowing.
subtraction, multiplication, regrouping in
division) expected for the child's subtraction.
grade level. Example: Adding 2-
digit numbers for Grade 1-2 or
multiplying for Grade 3-4.
Computational Approach to solving Prefers to use Needs practice with
Style calculations, whether mental fingers for addition mental math and gradual
math, written steps, or reliance and requires reduction of reliance on
on counting aids (fingers, written steps for aids.
counters). Example: Solving subtraction.
simple addition mentally or
relying on written work.
Computational Challenges faced in executing Frequently Indicates a need for
Difficulties arithmetic tasks, such as reverses numbers structured practice with
reversing numbers, forgetting in subtraction and sequencing and
steps in multi-step problems, or forgets steps in consistency.
struggling with regrouping. long division.
Example: Reversing digits in 2-
digit addition.
Number Recognition of numbers and Recognizes single- Requires reinforcement
Recognition symbols, understanding their digit numbers but with visual aids to solidify
significance and correct usage. confuses ">" and number and symbol
Example: Identifying and using "<" symbols. recognition.
 the ">" and "<" symbols
correctly for comparisons.
Place Value Understanding of place value Understands tens Needs targeted exercises
in multi-digit numbers and and ones but on place value with visuals
ability to identify ones, tens, struggles with and manipulatives.
hundreds, etc. Example: hundreds place in
Correctly placing numbers in larger numbers.
342 as 300, 40, and 2.
Sequencing Ability to order numbers and Can count by 1s Suggests practice with
understand sequences (e.g., and 2s but visual sequences (number
counting forward, backward, struggles with skip lines, skip-counting
skip counting). Example: counting by 5s or charts).
Counting by 2s or 5s. 10s.
Problem-Solving Consistency in the approach Can set up simple Needs modeling for multi-
Consistency to solving word problems, problems but often step problem-solving and
such as reading comprehension, mixes up steps for structured practice.
selecting operations, and multi-step
carrying out steps. Example: problems.
Reading and solving "If I have 5
apples and get 3 more, how
many do I have?"
Spatial Ability to understand basic Recognizes shapes Requires spatial
Understanding spatial relationships (e.g., but struggles with relationship reinforcement
position, orientation, shape directional terms with manipulatives or
comparison). Example: like "above," diagrams.
Identifying shapes or "below."
understanding "above," "below."
Grade-Specific Expected mathematical skills Grade-level skills Indicates areas where
Concepts and by grade level (for example, in are mostly met, but additional support is
Operations Grade 1: addition and struggles with needed based on grade
subtraction; in Grade 2: place more complex expectations.
value and simple concepts as grade
multiplication). progresses.

Example Grade-Specific Math Concepts and Observations

1. Grade 1-2:
o Expected Skills: Basic addition and subtraction, understanding of ones and tens
place, simple problem-solving.
o Observation: Child performs single-digit addition accurately but requires assistance
with regrouping in subtraction.
o Recommendation: Practice regrouping with visual aids and hands-on
manipulatives (e.g., base-ten blocks).

2. Grade 3-4:
o Expected Skills: Addition/subtraction with larger numbers, basic
multiplication/division, place value up to thousands, introduction to fractions.
o Observation: Understands place value up to hundreds but struggles with
multiplication and division steps.
o Recommendation: Reinforce place value with more complex numbers, introduce
multiplication and division strategies through games and repeated practice.

3. Grade 5-6:
 o Expected Skills: Multi-digit multiplication, division, understanding of
fractions/decimals, problem-solving in multi-step scenarios.
o Observation: Consistent issues in long division, confusion with fraction
equivalency.
o Recommendation: Use step-by-step breakdowns for long division, visual fraction
comparisons for understanding equivalency.

General Recommendations

1. Operations Practice:
o Use math manipulatives (counters, base-ten blocks) to reinforce addition and
subtraction with regrouping.
o Introduce flashcards and interactive games for multiplication tables and division
concepts.

2. Strengthen Place Value Understanding:

o Employ visual aids (e.g., place value charts) and hands-on activities to reinforce
number placement and value.

3. Develop Consistency in Problem-Solving:

o Guide the child through multi-step problem scenarios with prompts on identifying
the operation and rechecking each step.

4. Enhance Spatial Awareness:

o Practice with puzzles and visual diagrams to improve understanding of position,
orientation, and shape relationships.

With Carry Over and borrowing

Parameter Description Observation Specific Issues

Identified
Addition (1-digit Ability to add single-digit Accurately adds No issues; proficient
+ 1-digit) numbers using mental math. single-digit at this level.
Example: 3 + 4 = 7. numbers.
Addition with Ability to add two-digit Struggles with Needs focused
Carry-Over (2- numbers with regrouping carry-over, often practice with
digit + 2-digit) (carry-over). Example: 27 + skips or structured steps to
35 = 62. miscalculates manage carry-over
carried numbers. accurately.
Addition with Ability to add numbers Finds multiple Suggests need for
Carry-Over (3- involving three digits and carry-over steps step-by-step support
digit + 2-digit) carry-over in more than confusing. in managing multiple
one column. Example: 145 + carry-over.
28 = 173.
Subtraction (1- Ability to subtract single- Performs well with Proficient at this
digit - 1-digit) digit numbers using mental simple subtraction. level.
math. Example: 9 - 4 = 5.
Subtraction with Ability to subtract a single- Confused when Needs structured
Borrowing (2- digit from a two-digit needing to borrow, practice in
digit - 1-digit) number with regrouping often leading to borrowing, possibly
(borrowing). Example: 23 - errors. with visual aids.
7 = 16.
Subtraction with Ability to subtract two-digit Difficulty with Benefit from
Borrowing (2- numbers, including steps required for modeling and
 digit - 2-digit) regrouping (borrowing). borrowing across additional exercises
Example: 45 - 28 = 17. columns. to strengthen
borrowing skills.
Multiplication (1- Ability to multiply single- Able to multiply Needs reinforcement
digit x 1-digit) digit numbers, often using with some errors of multiplication
memorized multiplication in larger single- facts.
facts. Example: 6 x 3 = 18. digit facts.
Multiplication Ability to multiply a single- Frequently misses Requires step-by-
with Carry-Over digit by a two-digit number, carry-over steps. step breakdown of
(1-digit x 2-digit) including carry-over. multiplication with
Example: 7 x 15 = 105. carry-over.
Multiplication Ability to multiply two-digit Loses track of Suggests need for
with Carry-Over numbers, with carry-over in carry-over visual aids and
(2-digit x 2-digit) multiple columns. Example: numbers in each gradual steps in
23 x 15 = 345. column. managing multiple
carry-over.
Division (1-digit ÷ Ability to divide single-digit Can divide single Requires additional
1-digit) numbers, understanding digits but practice with basic
division as grouping or sometimes division and
sharing. Example: 8 ÷ 2 = 4. confused by understanding
remainders. remainders.
Division (2-digit ÷ Ability to divide a two-digit Often confused by Needs guided steps
1-digit) number by a single-digit, the remainder for managing
with remainders. Example: concept. remainders in
27 ÷ 4 = 6 R3. division.
Division (2-digit ÷ Ability to divide two-digit Struggles with Requires gradual
2-digit) numbers by other two-digit multi-step long breakdown and
numbers, often requiring division. scaffolding in long
estimation or long division. division methods.
Example: 48 ÷ 12 = 4.
Place Value Knowledge of ones, tens, Understands Needs reinforcement
Understanding hundreds places and ability ones/tens, in understanding
to apply this in operations. struggles with larger place values
Example: 345 as 300 + 40 + hundreds. with manipulatives.
5.
Problem-Solving Approach in solving word Identifies info but Needs help breaking
Approach problems, including often selects down steps and
identifying key information, wrong operation. determining correct
selecting operations, and operations in word
checking work. Example: problems.
Solving “I have 5 apples…”
Spatial Understanding of spatial Recognizes shapes Suggests need for
Understanding terms and basic shapes. but confused by hands-on spatial
Example: Identifying spatial terms. awareness activities
squares, circles, and triangles, and shape
understanding terms like recognition.
"above" or "below."

Parameters for Possible Deficits in Arithmetic Skills

Parameter Description Observation Examples

Logical Reasoning Ability to logically analyze and solve Struggles with understanding
mathematical problems. This includes relationships between
 understanding relationships between numbers or solving step-by-
numbers and applying reasoning in step problems without
sequences. explicit guidance.
Attention and Ability to concentrate on tasks without Easily distracted during
Focus being distracted. In math, sustained multi-step problems, leading
focus is critical, especially in multi-step to skipped steps or
operations. incomplete answers.
Sequential Retention of ordered information, Often forgets intermediate
Memory which is essential for performing steps in calculations, resulting
arithmetic in a specific sequence (e.g., in disorganized problem-
following steps in long division). solving.
Working Memory Ability to hold and manipulate Frequently forgets numbers
information temporarily. Key for or steps midway through
retaining numbers and instructions for solving a problem, leading to
mental arithmetic or multi-step problems. incomplete calculations.
Processing Speed Speed at which information is Takes longer than peers to
understood and used. Slow processing solve problems, especially
can hinder the ability to complete tasks under timed conditions.
within time constraints, impacting
performance.
Visual-Spatial Understanding spatial relationships Misaligns numbers in
Organization among numbers and aligning numbers columns, leading to incorrect
in columns. Critical for multi-digit answers in addition or
addition, subtraction, and alignment in subtraction problems.
written work.
Number Sense Ability to understand and work with Finds it hard to recognize
numbers intuitively, including when answers are reasonable
estimating quantities, recognizing or makes frequent estimation
patterns, and understanding magnitude. errors.
Symbol Understanding and using mathematical Confuses symbols or
Recognition and symbols correctly. Includes recognizing misinterprets the operations
Manipulation the difference between symbols (e.g., +, -, required in a problem.
×, ÷) and using them appropriately.
Conceptual Grasp of mathematical concepts like Struggles with understanding
Understanding place value, addition/subtraction place value, affecting multi-
concepts, and understanding of whole digit addition or subtraction.
numbers versus fractions.
Language Understanding verbal or written math Misinterprets word problems
Comprehension instructions. Some math problems or mathematical instructions,
require reading comprehension, leading to incorrect setup or
impacting children with language solutions.
difficulties.
Arithmetic Ability to quickly recall basic math Relies heavily on counting
Retrieval facts (e.g., addition tables, multiplication fingers or other aids for basic
facts), which affects speed and accuracy in facts, affecting speed and
calculations. fluidity.
Executive Skills in planning, organizing, and Struggles with planning steps
Functioning executing multi-step math tasks. and organizing work, leading
Needed for complex problems like long to incomplete or disordered
division or multi-step equations. solutions.
Fine Motor Ability to write numbers and symbols Poor handwriting or number
Coordination neatly, particularly important in aligning alignment issues, especially
numbers in calculations and producing with multi-digit operations.
legible work.
Specific Observations for Report Context

1. Working Memory Difficulty:

o Observed issues with retaining basic instructions and numerical information,
leading to errors in operations requiring multiple steps.
o Often loses track of problem instructions mid-way, impacting the accuracy of
final answers.

2. Visual-Spatial Organization Issues:

o Frequently misaligns columns during addition/subtraction tasks, affecting
accuracy in answers.
o Demonstrates difficulty with spatial arrangement, such as writing digits in the
wrong place values.

3. Sequential Memory Deficit:

o Exhibits problems remembering steps in a multi-step task (e.g., carrying over or
borrowing in arithmetic).
o Tends to skip steps or reverse operations, impacting task completion and
accuracy.

4. Slow Processing Speed:

o Takes extended time to complete even basic arithmetic, especially noticeable in
timed tests or when following sequences.
o Struggles to maintain pace, often leaving problems incomplete or making mistakes
due to rushed calculations.

5. Poor Number Sense:

o Shows limited intuition for quantities and magnitude, making it hard to estimate
or recognize unreasonable answers.
o Inconsistent grasp of basic arithmetic rules, indicating a need for targeted
conceptual reinforcement.

6. Difficulty with Symbol Recognition:

o Misinterprets symbols, especially in mixed-operation tasks, confusing addition with
multiplication or division.
o Needs frequent reminders of symbol functions, indicating gaps in symbol
recognition and usage.

8. Handwriting

 Purpose: Assess the clarity, consistency, and legibility of written text, including letter
formation, spacing, and alignment.
 Prompts for Observation:
o Are letters consistently formed, appropriately sized, and properly aligned?
o Is spacing between words and lines even, or does it vary significantly?
o Are there frequent erasures, suggesting difficulties with motor control?
 Sample Documentation:

Parameter Observation Specific Issues Identified

Letter Letters are inconsistently sized and Requires practice with guided letter
Formation shaped, affecting legibility. formation exercises to build
consistency.
Spacing Uneven spacing between words and Needs support with lined or graph
lines, leading to cluttered appearance. paper to help with spacing and
alignment.

 Recommendations:
o Use handwriting practice sheets with clear spacing guidelines.
o Provide lined paper to help with alignment and size consistency.
o Practice fine motor exercises to enhance control and precision in handwriting.