1. 6/20/2015 zentall 1

2. Zentall/Meyer 2010

3. Most prevalent 47% of students with disabilities are identified with LD Defined by failure to respond to tiered instruction (RTI) Intelligence average and above BUT-- Learning Process Difficulties 1. Perception 2. Memory (short/long/working) Zentall/Meyer 2010

4. Academic Difficulties 1. Spoken language  Learn to talk at a slower rate  Fewer words; poorly organized  Less persuasive & assertive  Understanding instructions  Following directions  Understanding cause & effect and humor Zentall/Meyer 2010

5. Written Language  Take longer to complete tasks  Slow reader  Poorly organized compositions  Verbal parts of math Social Skills 6/20/2015zentall5

6. 6/20/2015zentall6 EARLYLATE Spoken Language Listening Speaking Written Language

7. Hello. Thank you for your reply. As I said, I am a chemistry graduate student with 3 learning disabilites. I want to be able to understand why I can get through chemistry, partcularly organic, and not some type of math class (for instance). On this note, I understand that I can not have a basis set of myself alone. Therefore, I would somehow need to be able to contact other students in the beginnings of my shoes. I know that there are no other graduate students in chemistry who are also LD. 6/20/2015zentall7

8. NOUNS (objects, concepts, categories) – within experience (teach words as concepts not just labels) VERBS (simple, tense) ADJECTIVES PREPOSITIONS 6/20/2015zentall8

9. 1. ANOMIA/DYSNOMIA inability or poor ability to speak or produce nouns, so they use: - Nonverbal sounds - Pantomime - Delayed responses - Circumlocutions - Written responses - Reads silently/not aloud 6/20/2015zentall9

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11. 6/20/2015zentall11 Cluttering Many thoughts at once Constant interruptions Constant revisions Does not seem clear about what he/she wants to say Paul (2001)

12. 6/20/2015zentall12

13. 6/20/2015zentall13 Elizabeth goes on and on when she talks, and people have a hard time understanding her. Her family usually tells her, “You’re going on and on,” as a cue to stop talking. Elizabeth doesn’t get much work done in school. When she writes, she often leaves words out of sentences or fails to complete the sentences she starts. Her attention tends to wander.