||Learns by seeing or
verbal instructions from self or
||Learns by doing and
||Recognizes words by
sight; relies on configuration of
||Uses a phonics
approach; has auditory word attack
||Often is a poor
speller; writes words to determine
if they "feel" right.
sometimes stops reading to stare
into space and imagine scene;
||Enjoys dialogue and
plays; avoids lengthy descriptions;
unaware of illustrations; moves lips
or sub vocalizes.
where action occurs early; fidgets
while reading; handles books; not an
||Tends to be good,
particularly when young; spacing and
size are good; appearance is
||Has more difficulty
learning in initial stages; tends to
write lightly; says strokes when
||Good initially but
deteriorates when space becomes
smaller; pushes harder on writing
||Remembers faces but
forgets names; writes things down;
||Remembers names but
forgets faces; remembers by auditory
||Remembers best what
was done, not what was seen or
thinks in pictures; visualizes in
imagines things in sounds; details
important; images that do occur are
accompanied my movement.
of sounds; distracted by visual
disorder or movement.
||Not attentive to
visual or auditory presentation so
may seem distracted.
in advance; organizes thoughts by
writing them; lists problems.
||Talks problems out;
tries solutions verbally or sub
vocally; talks self through
physically; impulsive; often selects
solution involving greatest
Periods of Inactivity
||Stares or doodles;
||Hums, talks to
self, or talks to others.
||Fidgets or finds
reasons to move; holds up hand.
||Looks around or
situation; discusses pros and cons
of what to do.
||Tries things out;
feels or manipulates.
stares when angry; cries easily;
beams when happy; facial expression
is a good index of emotion.
||Shouts with anger
or joy; blows up verbally but soon
calms down; expresses emotion
verbally through changes in tone,
volume or pitch of voice.
||Jumps for joy;
hugs, tugs or pulls when happy;
jumps, stamps, or pounds when angry;
stomps off; general body language is
good index of emotions.
||Quiet, does not
talk at length; becomes impatient
when extensive listening is
required; may use words clumsily;
describes without embellishment;
uses words such as see, look, etc.
but cannot wait to talk;
descriptions are long but
repetitive; likes hearing self and
others talk; uses word such as
listen, hear, etc.
speaking; does not listen well;
stands close when speaking or
listening; quickly loses interest in
detailed verbal discourse; uses
words such as get, take, etc.
likes order; may not choose to vary
not so important; can explain
choices of clothes.
||Neat but soon
becomes wrinkled through activity.
responsive to music; prefers the
visual arts; tends not to voice
appreciation of any kind, but can be
deeply affected by visual displays;
focuses on details and components
rather than the work as a whole.
||Favors music; finds
less appeal in visual art, but is
readily able to discuss it; misses
significant detail, but appreciates
the work as a whole; is able to
develop verbal association for all
art forms; spends more time talking
about pieces than looking at them.
||Responds to music
by physical movement; prefers
sculpture; touches statues and
paintings; at exhibits stops only at
those pieces in which he/she can
become involved; comments very
little on any art form.