| Receptive Language |
| ____ |
As a young child, frequently mis-sequences sounds or syllables in words (mazagine, ephelant) |
| ____ |
Tunes out in conversation more than his/her peers |
| ____ |
Has trouble following verbal directions (spoken or written) |
| ____ |
Need for having verbal instructions repeated |
| ____ |
Problems understanding questions |
| ____ |
Difficulty concentrating in verbal settings but not in other settings |
| ____ |
Late acquiring reading decoding skills |
| ____ |
Concrete interpretation of abstract or figurative language (For example, "Like a fish out of water.") |
| ____ |
Poor reading comprehension past the 4th grade |
| ____ |
Trouble learning a foreign language
|
| Expressive Language |
| ____ |
Non-verbal |
| ____ |
Excessive use of simple, declarative, and incomplete sentences |
| ____ |
Hesitant, slow speech (dysfluency) |
| ____ |
Excessive use of pause words such as ummm, you know, like, etc. |
| ____ |
Use imprecise or incorrect sequencing in stories or events |
| ____ |
Forgets plural endings or uses incorrect or omit correct verb tense endings |
| ____ |
Uses inflection instead of syntax in forming questions (For example, "The dog is gone?") |
| ____ |
Poor use of cohesive ties (but, and, so, next, then, etc.) |
| ____ |
Lack of verbal participation |
| ____ |
Poor written expression |
| ____ |
Brevity, failure to elaborate |
| ____ |
Redundancy of vocabulary and/or ideas |
| ____ |
Struggles to invent alternative endings to stories |
| ____ |
Avoidance of pronouns, with frequent repetition of proper nouns |
| ____ |
Tendency to misjudge prior knowledge of the listener |
| ____ |
Weak revision skills |
| ____ |
Excessive syntactic and morphological errors |
| ____ |
Difficulty arranging events or ideas in the right order |
| ____ |
Word retrieval problems (dysnomia) |
| ____ |
Frequent "circling" around a word - circumlocution (For example, saying "the thing that you step on to stop the car" instead of "brake") |
| ____ |
Avoidance of written work |
