Remedial Therapy for Children with Learning Problems/Disorders

When Learning Is Your Child’s Biggest Roadblock


Parents are often the first to notice that “something doesn’t seem right.” There may be a number of reasons why your child is having a hard time. But what you are seeing could also indicate a learning disability. It doesn’t mean your child is “slow” or less intelligent than his or her peers. His/Her brain is simply wired differently for learning and needs to adapt strategies to make the most of their abilities.


The earliest possible intervention is critical to their success in school. Learn to recognize the signs of a potential learning disability.


The following is checklist of characteristic that may point to a learning disability. If you see several of these characteristics over a long period of time, consider the possibility of a learning disability.




  • Lack of, or excessive response to sounds or other stimulus
  • Trouble following movements with eyes
  • Unusual sleep patterns
  • Little, or no vocalization
  • Irritability
  • Speaks later than most children
  • Slow vocabulary growth, often unable to find the right words
  • Pronunciation problems
  • Difficulty making rhymes
  • Trouble learning numbers, alphabet, days of the week, colors, shapes
  • Trouble concentrating
  • Trouble interacting with peers
  • Difficulty following directions or learning routines
  • Difficulty controlling pencil, crayon, scissors
  • Tendency to trip, or bump into things


Grades P - 4


  • Trouble learning the connection between letters and sounds
  • Difficulty with reading and comprehension
  • Makes consistent reading and spelling errors including letter reversals (b/d), inversion (m/w), transposition (felt/left), and substitutions (house/home)
  • Transposes number sequences/ confuses arithmetic signs (+, -, x, /, =)
  • Trouble remembering facts
  • Takes a long time to learn new skills, relies heavily on memorization
  • Unstable pencil grip, poor printing, writing
  • Trouble learning about the concept of or telling time
  • Poor coordination, unaware of physical surroundings, prone to accidents
  • Difficulty cutting with scissors, colouring and printing inside the lines
  • Trouble tying laces, buttoning clothes, or getting dressed
  • Difficulty playing with more than one child at a time, may prefer to play alone
  • Difficulty remembering the names of things: seasons, months, etc.
  • Confuses basic words (run, eat, want)


Grades 5 - 8


  • Reverses letter sequences (soiled/solid, left/felt)
  • Slow to learn prefixes, suffixes, root words and other spelling strategies
  • Avoids reading aloud
  • Trouble with word problems
  • Difficulty with handwriting
  • Difficulty with keeping up with papers or assignments
  • Difficulty with reading comprehension or math skills
  • Difficulty with time management skill
  • Slow or poor recall of facts
  • Difficulty making friends
  • Trouble understanding body language and facial expressions
  • Trouble understanding oral discussions and expressing ideas and relating events in sequence
  • Difficulty organizing his/her bedroom, notebook, papers, desk.


High School Students


  • Continues to spell incorrectly, frequently spells
  • Avoids reading and writing tasks
  • Difficulty with putting thoughts on paper
  • Trouble summarizing
  • Trouble with open-ended questions on tests
  • Weak memory skills
  • Difficulty adapting skills from one setting to another
  • Works slowly
  • Difficulty grasping abstract concepts
  • Either pays too little attention to details or focuses too much on them
  • Misreads information,/lacks logic poor reasoning ability
  • Vulnerable to peer pressure, often the ‘scapegoat’ in situations
  • Difficulty organizing and/or concentrating on homework


Knowing what a difference early help can make will help you lose your fear and take the next steps to getting help for yourself and your child.


Call us for further Information @ (080) 411 54816

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