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Home > Books > Learning Disabilities - Neurological Bases, Clinical Features and Strategies of Intervention

The Child with Learning Difficulties and His Writing: A Study of Case

Submitted: 30 May 2019 Reviewed: 16 August 2019 Published: 20 November 2019

DOI: 10.5772/intechopen.89194

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The purpose of this paper is to present one child with learning difficulties writing process in multigrade rural elementary school in México. It presents Alejandro’s case. This boy lives in a rural area. He shows special educational needs about learning. He never had specialized attention because he lives in a marginalized rural area. He was integrated into regular school, but he faced some learning difficulties. He was always considered as a student who did not learn. He has coursed 2 years of preschool and 1 year of elementary school. Therefore, this text describes how child writes a list of words with and without image as support. Analysis consists to identify the child’s conceptualizations about writing, his ways of approaching, and difficulties or mistakes he makes. The results show that Alejandro identifies letters and number by using pseudo-letters and conventional letter. These letters are in an unconventional position. There is no relationship grapheme and phoneme yet, and he uses different writing rules. We consider his mistakes as indicators of the learning process.

• writing difficulties
• learning difficulties
• writing learning
• writing process
• special education

Author Information

Edgardo domitilo gerardo morales *.

• Faculty of Philosophy and Letters, National Autonomous University of Mexico, México City, México

*Address all correspondence to: [email protected]

1. Introduction

One of the purposes of Mexican education system is that students acquire conventional writing during first grades in elementary school [ 1 ]. This purpose consists of students to understand the alphabetical code, its meaning, and functionality. In this way, they can integrate into a discursive community.

The elementary school teacher teaches a heterogeneous group of children [ 1 ,  2 ]. Some students show different acquisition levels of the writing. This is due to literacy environment that the family and society provide. Thus, some children have had great opportunities to interact with reading and writing practices than others. Therefore, some students do not learn the alphabetical principle of writing at the end of the scholar year. They show characteristics of initial or intermediate acquisition level of the writing. In this way, it is difficult for children to acquire writing at the same time, at the term indicated by educational system or teachers.

In addition, there may be children with learning difficulties in the classroom. Department of Special Education teaches some children. Students with special educational needs show more difficulties to learn than their classmates [ 3 ]. They require more resources to achieve the educational objectives. These authors point out that special educational needs are relative. These needs arise between students’ personal characteristics and their environment. Therefore, any child may have special educational needs, even if he/she does not have any physical disability. However, some students with learning difficulties do not have a complete assessment about their special educational needs. On the one hand, their school is far from urban areas; on the other hand, there are not enough teachers of special education for every school. In consequence, school teachers do not know their students’ educational needs and teach in the same way. Thereby, students with learning difficulties do not have the necessary support in the classroom.

Learning difficulties of writing may be identified easily. Children with special educational needs do not learn the alphabetical principle of writing easily; that is, they do not relate phoneme with grapheme. Therefore, children show their conceptualizations about writing in different ways. Sometimes, teachers censor their students’ written productions because they do not write in a conventional way. Children with special educational needs are stigmatized in the classroom. They are considered as less favored. At the end of the scholar year, children do not pass.

Therefore, the purpose of this paper is to present one child with special educational needs writing process in a Mexican multigrade rural school. This text describes how the child writes a list of words with and without image as support. Analysis consists to identify the child’s conceptualizations about writing [ 4 ], his ways of approaching, and difficulties or mistakes he makes. These mistakes are the indicators of learning process [ 5 ].

This paper presents Alejandro’s case. This boy lives in a rural area. He shows special educational needs about learning. He never had specialized attention because he lives in a marginalized rural area. He was integrated into regular school, but he faced some learning difficulties. He was always considered as a student who does not learn. Therefore, this text describes Alejandro’s writing, what he does after 2 years of preschool and 1 year of elementary school.

2. Children with learning difficulties and their diagnosis

According to the National Institute for the Evaluation of Education [ 6 ], Mexican education system provides basic education (preschool, elementary, and secondary school) for students with special educational needs. There are two types of special attention: Center of Multiple Attention (CAM, in Spanish) and Units of Service and Support to Regular Education (USAER, in Spanish). In the first one, children with special educational needs go to this Center. These children receive attention according to basic education and their educational needs. In the second, specialized teachers on special education go to school and provide support to students. These teachers provide information to school teachers too. In this way, there is educational equity and inclusion in Mexican school [ 7 ].

Physical appearance : Teacher describes the child’s physical characteristics. These features indicate the type of food the student eats, care his or her person, the parents’ attention, among other elements.

Behavior observed during the assessment : In this section, the teacher should record the conditions in which the assessment was carried out: child’s attitude, behavior, and interest.

Child’s development history : This section presents conditions in which pregnancy developed, physical development (ages in which child held his/her head, sat, crawled, walked, etc.), language development (verbal response to sounds and voices, age in which said his/her first words and phrases, etc.), family (characteristics of their family and social environment, frequent activities, etc.), hetero-family history (vision, hearing, etc.), medical history (health conditions, diseases, etc.), and scholar history (age at which he/she started school, type of school, difficulties, etc.).

Present condition : In this, there are four aspects:

It refers to student’s general aspects: intellectual area (information processing, attention, memory, understanding, etc.), motor development area (functional skills to move, take objects, position of his/her body, etc.), communicative-linguistic area (phonological, semantic, syntactic and pragmatic levels), adaptation and social interaction area (the child’s skills to initiate or maintain relationships with others), and emotional area (the way of perceiving the world and people). In each one, it mentions the instruments he suggests, although there is not enough information about them [ 3 ].

The second aspect is the curricular competence level. Teacher identifies what the student is capable of doing in relation to established purposes and contents by official curriculum.

The third aspect is about the learning style and motivation to learn. It presents physical-environmental conditions where the child works, their interests, level attention, strategies to solve a task, and the incentives he receives.

The fourth aspect is information about the student’s environment: factors of the school, family, and social context that influence the child’s learning.

Psycho-pedagogical assessment allows to identify children’s general educational needs. In this way, the school teacher could have information about the students’ difficulties. However, it is a general assessment. It contains several aspects and does not go deeper into one.

Therefore, this paper does not propose a new assessment. It consists of presenting one child’s writing difficulties, his ways of conceptualizing writing, and some mistakes he gets to make.

3. Students with learning difficulties and their scholar integration

Since 1993, Mexican system education has tried to offer special education services to students with special educational needs in basic education [ 8 ]. The first step was to promote the integration of these children in regular education classrooms. However, only insertion of the student in the school was achieved. Therefore, the system of education searched for mechanisms to provide advice to teacher. In this way, student with learning difficulties can be attended at the same time in the classroom [ 8 ].

Educational integration has been directly associated with attention of students with learning difficulties, with or without physical disabilities [ 8 ]. However, this process implies a change in the school. For this, it is necessary to provide information and to create awareness to the educational community, permanent updating of teachers, joint work between teacher, family, and specialized teachers.

At present, Mexican education system looks at educational integration as process in which every student with learning difficulties is supported individually [ 9 ]. Adapting the curriculum to the child is the purpose of educational integration.

Curricular adequacy is one of the actions to support students with learning difficulties [ 10 , 11 ]. This is an individualized curriculum proposal. Its purpose is to attend the students’ special educational needs [ 3 ]. At present, Mexican education system indicates that there should be a curricular flexibility to promote learning processes. However, it is important to consider what the child knows about particular knowledge.

Regarding the subject of the acquisition of written language, it is necessary to know how the children build their knowledge about written. It is not possible to make a curricular adequacy if teachers do not have enough information about their students. However, children are considered as knowledge builders. Therefore, there are learning difficulties at the process.

4. Alejandro’s case

This section presents Alejandro’s personal information. We met him when we visited to his school for other research purposes. We focused on him because the boy was silent in class. He was always in a corner of the work table and did not do the activities. For this, we talked with his teacher and his mother to know more about him.

Alejandro is a student of an elementary multigrade rural school. He was 7 years old at the time of the study. He was in the second grade of the elementary school. His school is located in the region of the “Great Mountains” of the state of Veracruz, Mexico. It is a rural area, marginalized. To get to this town from the municipal head, it is necessary to take a rural taxi for half an hour. Then, you have to walk on a dirt road for approximately 50 min.

Alejandro’s family is integrated by six people. He is the third of the four sons. He lives with his parents. His house is made of wood. His father works in the field: farming of corn, beans, and raising of sheep. His mother is a housewife and also works in the field. They have a low economic income. Therefore, they receive a scholarship. One of his older brothers also showed learning difficulties at school. His mother says both children have a learning problem. But, they do not have any money for attending their sons’ learning difficulties. In addition, there are no special institutes near their house.

The boy has always shown learning difficulties. He went to preschool for 2 years. However, he did not develop the necessary skills at this level. At classes, this child was silent, without speaking. Preschool teachers believed that he was mute. Nevertheless, at scholar recess, he talked with his classmates. Alejandro was slow to communicate with words in the classroom.

When he started elementary school, Alejandro continued to show learning difficulties. At classes, he was silent too. He just watched what his classmates did. He did not do anything in the class. He took his notebook out of his backpack and just made some lines. Occasionally, he talked with his classmates. When the teacher asked him something, Alejandro did not answer. He looked down and did not answer. He just ducked his head and stayed for several minutes.

When Alejandro was in second grade, he did different activities than his classmates. His teacher drew some drawings for him and he painted these drawings. Other occasions, the teacher wrote some letters for him to paint. The child did every exercise during several hours. He did not finish his exercises quickly. Sometimes he painted some drawings during 2 h.

Although Alejandro requires specialized attention, he has not received it. He has not had a full psycho-pedagogical assessment at school by specialized teachers. His school does not have these teachers. Also, the child was not submitted to neurological structural examination or neurophysiological studies to exclude an organic origin of his learning difficulties. His parents do not have enough financial resources to do this type of study for him. In addition, one specialized institution that can do this type of study for free is in Mexico City. It is so far from child’s house. It would be expensive for the child’s parents. Therefore, he is only attended as a regular school student.

For this reason, this paper is interested in the boy’s writing process. This is because Alejandro coursed 2 years of preschool and 1 year of elementary school; however, he does not show a conventional writing yet. In this way, it is interesting to analyze his conceptualizations about writing and difficulties he experiences.

5. Methodology

The purpose of this paper is to know the child’s ways to approach writing spontaneously and his knowledge about the writing system. For this, the author used a clinical interview. He took into account the research interview guide “Analysis of Disturbances in the Learning Process of Reading and Writing” [ 12 ].

The clinical interview was conducted individually. We explored four points, but we only present two in this text: to write words and to write for image.

Interviewer took the child to the library room at school. There were no other students. First, the interviewer gave the child a sheet and asked to write his name. Alejandro wrote his name during long time. Interviewer only asked what it says there. He answered his name: “Alejandro.” Next, the interviewer asked the child to write some letters and numbers he knew. Alejandro wrote them. The interviewer asked about every letter and number. The child answered “letter” or “number,” and its name.

To write words : The interviewer asked the child to write a group of words from the same semantic field in Spanish (because Alejandro is from Mexico) and one sentence. Order of words was from highest to lowest number of syllables. In this case, interviewer used semantic field of animals. Therefore, he used following words: GATO (cat), MARIPOSA (butterfly), CABALLO (horse), PERRO (dog), and PEZ (fish). The sentence was: EL GATO BEBE LECHE (The cat drinks milk). The interviewer questioned every written word. He asked the child to show with his finger how he says in every written production.

To write for image : This task was divided into two parts. The first analyzed the size and second analyzed the number.

Interviewer used the following image cards: horse-bird and giraffe-worm ( Figure 1 ). Every pair of cards represents a large animal and a small animal.

Cards with large and small animals.

The purpose of this first task was to explore how the child writes when he looks at two images of animals with different size. The animal names have three syllables in Spanish: CA-BA-LLO (horse), PA-JA-RO (bird), etc. In this way, we can see how the child writes.

The interviewer used the following pair of cards for second task ( Figure 2 ).

Cards for singular and plural.

First card shows one animal (singular) and the second shows some animals (plural). In this way, we search to explore how the child produces his writings when he observes one or more objects, if there are similarities or differences to write.

The interviewer asked what was in every card. Next, he asked the child to write something. Alejandro wrote something in every picture. Afterward, the interviewer asked the child to read every word that he wrote. Child pointed with his finger what he wrote.

After, the interview was transcribed for analysis. We read the transcription. The author analyzed every written production. He identified the child’s conceptualizations about writing. He compared the written production and what the child said. In this way, the analysis did not only consist to identify the level of writing development. This text describes the child’s writing, the ways in which he conceptualizes the writing, the difficulties he experienced to write, and his interpretations about writing.

6. Alejandro’s writing

This section describes Alejandro’s writing process. As we already mentioned, Alejandro is 7 years old and he studies in the second grade of the elementary school. His teacher says the child should have a conventional writing, because he has already coursed 1 year of elementary school, but it is not like that. Most of his classmates write a conventional way, but he does not.

We organized this section in three parts. The first part presents how Alejandro wrote his name and how he identifies letters and numbers; the second part refers to the writing of words; and the third part is writing for picture.

6.1 Alejandro writes his name and some letters and numbers

The first part of the task consisted of Alejandro writing his name and some letters and numbers he knows. His name was requested for two reasons. The first reason is to identify the sheet, because the interviewer interviewed other children in the same school. Also, it was necessary to identify every written productions of the group of students. The second reason was to observe the way he wrote his name and how he identified letters and numbers.

The interviewer asked the child to write his name at the top of the sheet. When the interviewer said the instructions, Alejandro was thoughtful during a long time. He was not pressed or interrupted. He did not do anything for several seconds. The child looked at the sheet and looked at everywhere. After time, he took the pencil and wrote the following on the sheet ( Figure 3 ).

Alejandro’s name.

The interviewer looked at Alejandro’s writing. He asked if something was lacking. The interviewer was sure that Alejandro knew his name and his writing was not complete. However, Alejandro was thoughtful, and looked at the sheet for a long time. The interviewer asked if his name was already complete. The child answered “no.” The interviewer asked the child if he remembered his name. Alejandro denied with his head. So, they continued with another task.

Alejandro has built the notion of his name. We believe that he has had some opportunities to write his name. Perhaps, his teacher has asked him to write his name on his notebooks, as part of scholar work in the classroom. We observed that Alejandro used letters with conventional sound value. This is because he wrote three initial letters of his name: ALJ (Alejandro). The first two letters correspond to the beginning of his name. Then, he omits “E” (ALE-), and writes “J” (ALJ). However, Alejandro mentions that he does not remember the others. This may show that he has memorized his name, but at that moment he failed to remember the others, or, these letters are what he remembers.

Subsequently, the interviewer asked Alejandro to write some letters and numbers he knew. The sequence was: a letter, a number, a letter, another letter, and number. In every Alejandro’ writing, the interviewer asked the child what he wrote. In this way, Alejandro wrote the following ( Figure 4 ).

Letters and numbers written by Alejandro.

For this task, Alejandro wrote for a long time. He did not hurry to write. He looked at sheet and wrote. The child looked at the interviewer, looked at the sheet again and after a few seconds he wrote. The interviewer asked about every letter or number.

We can observe that Alejandro differentiates between letter and number. He wrote correctly in every indication. That is, when the interviewer asked him to write a letter or number, he did so, respectively. In this way, Alejandro knows what he needs to write a word and what is not, what is for reading and what is not.

Also, we can observe that the child shows a limited repertoire of letters. He did not write consonants. He used only vowels: A (capital and lower) and E (lower). It shows us that he differentiates between capital and lower letter. Also, he identifies what vowels and letters are because the child answered which they were when the interviewer asked about them.

6.2 Writing words from the same semantic field

Asking the child to write words spontaneously is a way to know what he knows or has built about the writing system [ 12 ]. Although we know Alejandro presents learning difficulties and has not consolidated a conventional writing, it is necessary to ask him to write some words. This is for observing and analyzing what he is capable of writing, what knowledge he has built, as well as the difficulties he experiences.

The next picture presents what Alejandro wrote ( Figure 5 ). We wrote the conventional form in Spanish next to every word. We wrote these words in English in the parentheses too.

List of words written by Alejandro.

At the beginning of the interview, Alejandro did not want to do the task. He was silent for several seconds. He did not write anything. He looked at the sheet and the window. The interviewer insisted several times and suspended the recording to encourage the child to write. Alejandro mentioned he could not write, because he did not know the letters and so he would not do it. However, the interviewer insisted him. After several minutes, Alejandro took the pencil and started to write.

Alejandro wrote every word for 1 or 2 min. He required more seconds or minutes sometimes. He looked at the sheet and his around. He was in silence and looking at the sheet other times. We identified that he needs time to write. This shows that he feels insecure and does not know something for writing. He feels insecure because he was afraid of being wrong and that he was punished by the interviewer for it. It may be that in class he is penalized when he makes a mistake. There is ignorance because he does not know some letters, and he has a low repertoire of the writing system. Thus, Alejandro needs to think about writing and look for representing it. Therefore, this is why the child needs more time to write.

We identified that the child does not establish a phoneme-grapheme relationship. He only shows with his finger from left to right when he read every word. He does not establish a relationship with the letters he used. In each word, there is no correspondence with the number of letters. The child also does not establish a constant because there is variation in number and variety of letters sometimes.

Alejandro used letters unrelated to the conventional writing of the words. For example, when he wrote GATO (cat), Alejandro used the following letters: inpnAS. It is possible to identify that no letter corresponds to the word. Perhaps, Alejandro wrote those letters because they are recognized or remembered by him.

Alejandro shows a limited repertoire of conventional letters. This is observed when he uses four vowels: A, E, I, O. The child used these vowels less frequently. There is one vowel in every word at least. When Alejandro wrote PEZ (fish), he used two vowels. We observed that he writes these vowels at the beginning or end of the word. However, we do not know why he places them that way. Maybe this is a differentiating principle by him.

There is qualitative and quantitative differentiation in Alejandro’s writing. That is, he did not write any words in the same way. All the words written by him are different. Every word has different number and variety of letters. When two words contain the same number of letter, they contain different letters.

When Alejandro wrote MARIPOSA (butterfly), he used five letters. The number of letters is less than what he used for GATO (cat). Maybe he wrote that because the interviewer said “butterfly is a small animal.” This is because the cat is bigger than the butterfly. Therefore, it may be possible that he used lesser letters for butterfly.

In Spanish, PERRO (dog) contains five letters. Alejandro wrote five letters. In this case, Alejandro’s writing corresponds to the necessary number of letters. However, it seems that there is no writing rules for him. This is for two reasons: first, because there is no correspondence with the animal size. Horse is larger than dog and Alejandro required lesser letters for horse than for dog. Second, CABALLO (horse) is composed by three syllables and PERRO (dog) by two. Alejandro used more letters to represent two syllables. In addition, it is observed that there is a pseudo-letter. It looks like an inverted F, as well as D and B, horizontally.

When Alejandro wrote PEZ (fish), the interviewer first asked how many letters he needed to write that word. The child did not answer. Interviewer asked for this again and student said that he did not know. Then, interviewer said to write PEZ (fish). For several minutes, Alejandro just looked the sheet and did not say anything. The interviewer questioned several times, but he did not answer. After several minutes, Alejandro wrote: E. The interviewer asked the child if he has finished. He denied with his head. After 1 min, he started to write. We observed that his writing contains six letters. Capital letters are predominated.

Alejandro used inverted letters in three words. They may be considered as pseudo-letters. However, if we observe carefully they are similar to conventional letters. The child has written them in different positions: inverted.

May be there is a writing rule by Alejandro. His words have a minimum of four letters and a maximum of six letters. This rule has been established by him. There is no relation to the length of orality or the object it represents.

We can identify that Alejandro shows a primitive writing [ 4 ]. He is still in writing system learning process. The phoneticization process is not present yet. The child has not achieved this level yet. He only uses letters without a conventional sound value. There is no correspondence to phoneme-grapheme, and he uses pseudo-letters sometimes.

6.3 To write for image

Write for image allows us to know what happens when the child writes something in front of an image [ 12 ]. It is identified if there is the same rules used by the child, number of letters, or if there is any change when he writes a new word. It may happen that the length of the words is related to the size of the image or the number of objects presented. In this way, we can identify the child’s knowledge and difficulties when he writes some words.

6.3.1 The image size variable

The first task is about observing how the child writes when he is in front of two different sized images. That is, we want to identify if the image size influences on his writings. Therefore, two pairs of cards were presented to Alejandro. Every pair of cards contained two animals, one small and one large. The interviewer asked Alejandro to write the name on each one ( Figure 6 ).

Horse and bird writing.

Based on the writing produced by Alejandro, we mentioned the following:

Alejandro delimits his space to write. When he wrote for first pair of words, the child drew a wide rectangle and he made an oval and several squares for the second pair of words. The child wrote some letters to fill those drawn spaces. It seems that Alejandro’s rule is to fill the space and not only represent the word.

When Alejandro writes the words, we identified that he presents difficulty in the conventional directionality of writing. He wrote most of words from left to right (conventional directionality), but he wrote some words from right to left (no conventional). For example, the child started to write the second word on the left. He wrote seven letters. He looked at the sheet for some seconds. After, he continued to write other letters on the right. He wrote and completed the space he had left, from right to left.

Alejandro shows two ways to write: left–right (conventional) and right–left (no conventional). When he wrote the last word, the child wrote one letter under another. There was no limited space on the sheet. Alejandro wrote it there. The child has not learned the writing directionality.

When we compared Alejandro’s writings, we identified that the number of letters used by him does not correspond to the image size. Although the images were present and he looked them when he wrote, the child took into account other rules to write. The six names of animals had three syllables in Spanish and Alejandro used nine letters for CABALLO (horse) and eleven for PÁJARO (bird). The letters used by him are similar to the conventional ones. However, these are in different positions. There are no phonetic correspondences with the words. The child shows a primitive writing. Alejandro has not started the level of relation between phoneme and grapheme yet. We can believe that the boy wrote some letters to cover the space on the sheet. Alejandro takes into account the card size instead of the image size.

After writing a list of words, the interviewer asked Alejandro to read and point out every word he wrote. The purpose of this task is to observe how the child relates his writing to the sound length of the word. When Alejandro read CABALLO (horse), he pointed out as follows ( Figure 7 ).

Alejandro reads “caballo” (horse).

Alejandro reads every word and points out what he reads. In this way, he justifies what he has written. In the previous example, Alejandro reads the first syllable and points out the first letter, second syllable with the second letter. At this moment, he gets in conflict when he tries to read the third syllable. It would correspond to the third letter. However, “there are more letters than he needs.” When he reads the word, he shows the beginning of phoneticization: relation between one syllable with one letter. This is the syllabic writing principle [ 4 ]. Nevertheless, he has written more letters. Therefore, Alejandro says “o” in the other letters. In this way, we can point out that Alejandro justifies every letters and there is a correspondence between what he reads and what he writes.

When Alejandro reads the second word, the child pointed out as follows ( Figure 8 ).

Alejandro reads “pájaro” (bird).

Alejandro makes a different correspondence syllable-letter than the first word. Although his writing was in two ways, his reading is only one direction: from left to right. The first syllable is related to first three letters he wrote. The second syllable is related to the fourth letter. But, he faces the same problem as in the previous word: “there are many letters.” So he justifies the other letters as follows. He reads the third syllable in relation to the sixth and seventh letter. And, reads “o” for the other letters.

When interviewer showed the next pair of cards, Alejandro wrote as following ( Figure 9 ).

Giraffe and worm writing by Alejandro.

When the interviewer shows the pair of cards to Alejandro, the child said “It’s a zebra.” So, the interviewer said “It’s a giraffe and it’s a worm” and pointed out every card. The interviewer asked Alejandro to write the name of every animal. First, the child draws a rectangle across the width of the sheet. Next, he started to write on the left side inside the rectangle. He said the first syllable “JI” while writing the first letter. After, he said “ra,” he wrote a hyphen. Then, he said “e” and wrote another letter. At that moment, he looked at the sheet and filled the space he left with some letters ( Figure 10 ).

Giraffe writing.

Alejandro shows different rules of writing. These rules are not the same as previous. He delimited the space to write and filled the space with some letters. The child tries to relate the syllable with one letter, but he writes others. There is a limited repertoire of letters too. In this case, it seems that he used the same letters: C capital and lower letter, A capital and lower letter, and O. We believe that he uses hyphens to separate every letter. However, when he wrote the first hyphen, it reads the second syllable. We do not know why he reads there. Alejandro had tried to use conventional letters. He uses signs without sound value. In addition, there is no relation phoneme and grapheme.

When Alejandro wrote GUSANO (worm), he drew a rectangle and divided it into three small squares. Then, he drew other squares below the previous ones. After, he began to write some letters inside the squares, as seen in the following picture ( Figure 11 ).

Worm writing.

Alejandro used other rules to write. They are different than the previous. Alejandro has written one or two letters into every box. At the end, he writes some letters under the last box. There is no correspondence between what he reads and writes. There are also no fixed rules of writing for him. Rather, it is intuited that he draws the boxes to delimit his space to write.

6.3.2 Singular and plural writing

The next task consists to write singular and plural. For this, the interviewer showed Alejandro the following images ( Figure 12 ).

Cards with one cat and four cats.

Alejandro drew an oval for first card. This oval is on the left half of the sheet. He wrote the following ( Figure 13 ).

Alejandro writes GATO (cat).

Next, the interviewer asked Alejandro to write for the second card, in plural. For this, Alejandro draws another oval from the middle of the sheet, on the right side. The child did not do anything for 1 h 30 min. After this time, he wrote some different letters inside the oval ( Figure 14 ). He wrote from right to left (unconventional direction).

Alejandro writes GATOS (cats).

Alejandro wrote in the opposite conventional direction: from right to left. He tried to cover the delimited space by him. His letters are similar to the conventional ones. Also, there are differences between the first and the second word. He used lesser letters for first word than the second. That is, there are lesser letters for singular and more letters for plural. Perhaps, the child took into account the number of objects in the card.

The writing directionality may have been influenced by the image of the animals: cats look at the left side. Alejandro could have thought he was going to write from right to left, as well as images of the cards. Therefore, it is necessary to research how he writes when objects look at the right side. In this way, we can know if this influences the directionality of Alejandro’s writing.

With the next pair of images ( Figure 15 ), the interviewer asked Alejandro to write CONEJO (rabbit) and CONEJOS (rabbits).

Cards with one rabbit and three rabbits.

Alejandro draws a rectangle in the middle of the sheet for the first card (rabbit). He said “cone” (rab-) and wrote the first letter on the left of the sheet. Then, he said “jo” (bit) and wrote the second letter. He said “jo” again and wrote the third letter. He was thoughtful for some seconds. He started to write other letters. His writing is as follows ( Figure 16 ).

Alejandro writes CONEJO (rabbit).

At the beginning, Alejandro tries to relate the syllables of the word with first two letters. However, he justifies the other letters when he read the word. There is no exact correspondence between the syllable and the letter. As well as his writing is to fill the space he delimited.

Alejandro takes into account other rules for plural writing. He drew a rectangle across the width of the sheet. Starting on the left, he said “CO” and wrote one letter. Then, he said “NE” and drew a vertical line. After, he said “JO” and wrote other letters. His writing is as follows ( Figure 17 ).

Alejandro writes CONEJOS (rabbits).

Alejandro writes both words differently. He reads CONEJO (rabbit) for first word and CONEJOS (rabbits) for the second. Both words are different from each other. But, he wrote them with different rules. This is confusing for us because there are vertical lines between every two letters in the second word. We believe that the child tried to represent every object, although he did not explain it.

In summary, Alejandro shows different writings. He used pseudo-letters and conventional letter. These letters are in unconventional positions. There is no relationship between grapheme and phoneme yet; and, he uses different writing rules.

7. Conclusions

We described Alejandro’s writing process. According to this description, we can note the following:

Alejandro is a student of an elementary regular school. He presents learning difficulties. He could not write “correctly.” However, he did not have a full assessment by specialized teachers. His school is so far from urban areas and his parents could not take him to a special institution. Therefore, he has not received special support. Also, there is not a favorable literacy environment in his home. His teacher teaches him like his classmates. Usually, he has been marginalized and stigmatized because “he does not know or work in class.”

We focused on Alejandro because he was a child who was always distracted in class. We did not want to show his writing mistakes as negative aspects, but as part of his learning process. Errors are indicators of a process [ 5 ]. They inform the person’s skills. They allow to identify the knowledge that is being used [ 13 ]. In this way, errors can be considered as elements with a didactic value.

Alejandro showed some knowledge and also some difficulties to write. The child identifies and distinguishes letters and numbers. We do not know if he conceptualizes their use in every one. When he wrote, he shows his knowledge: letters are for reading, because he did not use any number in the words.

The writing directionality is a difficulty for Alejandro. He writes from left to right and also from right to left. We do not know why he did that. We did not research his reasons. But, it is important to know if there are any factors that influence the child to write like this.

The student does not establish a phoneme-grapheme relationship yet. He is still in an initial level to writing acquisition. He uses conventional letters and pseudo-letters to write. There are no fixed rules to write: number and variety of letters. However, we observed student’s thought about writing. He justifies his writings when he reads them and invents letters to represent some words.

There is still a limited repertoire of letters. He used a few letters of the alphabet. Therefore, Alejandro needs to interact with different texts, rather than teaching him letter by letter. Even if “he does not know those letters.” In this way, he is going to appropriate other elements and resources of the writing system.

Time he takes to write is an important element for us. He refused to write for several minutes at the beginning. After, he wrote during 1 or 2 min every word. As we mentioned previously, we believe that Alejandro did not feel sure to do the task. Perhaps, he thought that the interviewer is going to penalize for his writing “incorrectly.” He felt unable to write. Therefore, it is important that children’s mistakes are not censored in the classroom. Mistakes let us to know the child’s knowledge and their learning needs.

We considered that class work was not favorable for Alejandro. He painted letters, drawings, among others. These were to keep him busy. Therefore, it is important for the child to participate in reading and writing practices. In this way, he can be integrated into the scholar activities and is not segregated by his classmates.

About children with learning difficulties, it is important that these children write as they believe. Do not censor their writings. They are not considered as people incapable. It is necessary to consider that learning is a slow process. Those children will require more time than their classmates.

Special education plays an important role in Mexico. However, rather than attending to the student with learning difficulties in isolation, it is necessary that the teacher should be provided with information and the presence of specialized teachers in the classroom. In this way, the student with learning difficulties can be integrated into class, scholar activities, and reading and writing practices.

We presented Alejandro’s writing process in this paper. Although he was considered as a child with learning difficulties, we identified he shows some difficulties, but he knows some elements of the writing system too.

Acknowledgments

I thank Alejandro, his parents, and his teacher for the information they provided to me about him.

Conflict of interest

The authors declare no conflict of interest.

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• 9. SEP. Estrategia de Equidad e Inclusión en la Educación Básica: Para Alumnos con Discapacidad, Aptitudes Sobresalientes y Dificultades Severas de Aprendizaje, Conducta o Comunicación. México, DF: Secretaria de Educación Pública; 2018
• 10. Durán M. Las Adecuaciones Curriculares Individuales: Hacia la Equidad en Educación Especial. México: Secretaría de Educación Pública; 2016. ISBN 968-9082-33-7
• 11. CONAFE. Discapacidad Intelectual. Guía Didáctica Para la Inclusión en Educación Inicial y Básica. México: Secretaria de Educación Pública; 2010
• 12. Ferreiro E, Gómez M. Análisis de las Perturbaciones en el Proceso de Aprendizaje de la Lecto-Escritura. Fascículo 1. México: SEP-DGEE; 1982
• 13. Vaca J. Así Leen (Textos) los Niños. Textos Universitarios. México: Universidad Veracruzana; 2006. ISBN: 968-834-753-1

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3.0 License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Learning disabilities.

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LEARNING DISABILITY : A CASE STUDY

The present investigation was carried out on a girl name Harshita who has been identified with learning disability. She is presently studying at ‘Udaan’ a school for the special children in Shimla. The girl was brought to this special school from the normal school where she was studying earlier when the teachers and parents found it difficult to teach the child with other normal children. The learning disability the child faces is in executive functioning i.e. she forgets what she has memorized. When I met her I was taken away by her sweet and innocent ways. She is attentive and responsible but the only problem is that she forgets within minutes of having learnt something. Key words : learning disability, executive functioning, remedial teaching

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Understanding 'Slow Learners' And Giving Them The Right Support

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Slow learners need special care when they are taught something. Here are some useful tips that will come to your aid when teaching slow learners.

Ravi is in Class 1. He wears thick glasses and has unclear speech. He is social and enjoys interacting with other children, loves his music lessons, and can draw as well. But, in academics, he requires the help of the school counselor.

Ravi has been diagnosed as a 'slow learner' and needs extra help in school. But, a 'slow learner' is not a diagnostic category; it is a term that is used to describe a student who learns necessary academic skills at the rate and depth which is below average when compared to same-age peers. This is because, on a standardized IQ test, the score of the child is in the 70-80 range, which is below average intelligence. Thus, as in Ravi's case, a child who is a slow learner needs more time, more repetition, and extra help to grasp new concepts.

Pinky is another 10-year-old 'slow learner' studying in class 3. Although she tries to interact with other children, most of the time she sits alone in the class and struggles to complete her work during the extracurricular activities period. She gets easily distracted and tends to move around in the class, disturbing other children. The class teacher finds it difficult to handle Pinky since instead of completing her work, Pinky puts her head down and pretends to go to sleep. Sometimes, she lies down on the floor or runs out of the classroom.

Social skills deficits

Most slow learners enjoy making friends but have difficulty in maintaining social interaction and lack social skills. Most slow learners face difficulties because of their lower IQ levels, because of which they are not able to understand the rules of social engagement. This immaturity may be due not only to limited mental abilities but also because of lack of experience, poor health, or poor speech habits that further retard growth. These children like talking to people but are not able to take the initiative—their low self-esteem makes them withdraw from social interactions.

They sometimes appear immature in interpersonal relationships. They may find it difficult to keep friends, as they do not understand some simple skills like taking turns. There may be very few children who are willing to play with them. Many normal children are not patient enough to explain the rules and help the special children when they do not understand. In Ravi's case, he can manage with the help of the school counselor. However, Pinky's teacher is all alone and being without any guidance, finds it very difficult to manage Pinky in a class of 35 children.

Learning problems

Ravi and Pinky both struggle to keep up with the class syllabus. They both require assistance and continuous support from the school counselor and the class teacher. Many slow learners have difficulty planning for long-term goals. Completing a task within the given time frame is a major issue. This happens because the children get easily distracted and do not have internal strategies which can equip them to work on the task at hand. Due to this, they sometimes work very slowly and have difficulty taking multiple instructions. Reasoning skills are typically delayed, which makes it difficult for them to understand new concepts, and they require a lot of support.

Take the case of Mary who is also a slow learner. She faces criticism from her class teacher, who once told her parents - "Mary is not interested, no matter how hard I try to involve her in the classroom, I have 39 more children in the class. I think it will be better if she is sent to a special school."

Such negative feedback has led to poor self-esteem and low confidence in Mary. To hide these problems, Mary throws many tantrums in class, thus confusing her teacher. The teacher, who never understood Mary's fundamental problem as a slow learner and what it implies, becomes less and less inclined to do so with each progressive tantrum. She finally gives up altogether.

Helping the 'slow learner'

We have been working with slow learners in our organization, and it is a long process. There is no cure for the difficulty and intervention is a continual process. The children can make progress and can cope with their studies through the support provided. The experience is very rewarding, especially when a child has been written off by the teachers and is then able to perform well. Then the happiness on the child's face is the biggest reward that the parents and the therapists can get.

Creating awareness among teachers as well as parents about this problem is a major step in the intervention program designed to deal with the problem. The teachers and the parents must modify their expectations according to the capabilities of the child. They must motivate the child so that he also develops the confidence to try hard to do the best he is capable of. Teachers and caregivers must encourage other children to interact with the child so that the child gets positive role models and also gains through peer learning.

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Slow learners: Characteristics and Tips to improve

Caroline edward.

• January 31, 2020
• One Comment
• Estimated Reading Time: 5 minutes

Parents tend to get overly stressed about their children being slow learners – so much so that they tend to let out their frustration on them. While this is completely understandable, especially for parents dealing with this condition the first time, this makes it harder for the child who is probably upset already about not being able to read and write as his peers do. 

I understand what you may be going through because I realised my third child, Aaron, has a learning disability when he was in primary school. Most of us see low grades as the child’s neglect for studies or lack of effort. It is only when we talk to them, notice how much effort they are actually putting in and study their answer sheets that we will be able to understand where their weakness lies. I took him to a friend’s psychiatry clinic to get a few assessments done and found out that his reading and writing abilities were delayed by about 2 to 3 years while his intelligence score was above average.

Here, I will briefly describe the definition and characteristics of a slow learning child so that you can identify the weaknesses your child may have to help your little one out. Once we’ve done that, you can go through some of the tips I’ve mentioned that can streamline the efforts you might already be following instinctively.

Who is a slow learner?

A child can be described as a slow learner if his or her thinking skills develop at a notably slower rate than that of his or her peers. The child will carry on through the exact same developmental stages as his or her peers but at a comparatively slow rate. Also, the child typically has below-average intelligence.

Typical characteristics of slow learners

The typical characteristics of a slow learner are found to be as follows:

Learning issues

Slow learners tend to learn slower and are, in most cases, unable to retain what they learn. They also have a very short attention span. Learning does not happen incidentally for slow learners and they have to be directly taught. And they cannot link one learning to another unless specifically told. They are also unable to apply certain learning or concept in different situations without help – which is why they require rigorous concrete teaching and cannot make do with abstract teaching. Slow learners, due to these reasons, are mostly “underachievers”. 

Social issues

The social behavioural pattern of slow learning children is mostly immature and unstable. They lack judgement and can sometimes get aggressive about petty issues. They are self-conscious, tend to daydream a lot and love to spend time in solitude or in the company of younger children. They may not be verbally appropriate while working in a group and their mood can change in a split second. Slow learners often portray antisocial characteristics.

Auditory issues

Identification of sounds is difficult for slow learners and thus, provide irrelevant answers when a question is asked. They find it hard to write from dictation and prefer visual presentation of materials over oral presentation.

Visual-motor issues

Slow learners with visual-motor issues prefer oral learning over visual learning. They find it difficult to differentiate between objects of different sizes, colour, and shape. They cannot make sense of similar-looking objects and have difficulty recalling them. They often have poor handwriting and like to take up part learning instead of whole learning. Slow learners may complain about various physical problems and may have awkward physical movements.

Language issues

Children who are slow learners find it hard to express themselves verbally and cannot articulate easily. They cannot fully make us understand what they intend to tell us. Also, reading something silently is easier than reading out loud for them.

Tips to assist a slow learner

• Give him/her a quiet study table: Slow learners get distracted easily so find your child a spot to study where there are zero distractions.
• Ask questions: Ask your child questions like, “What do you make of this?”, “Can you tell me how this is different from this?”, “What do you think this word means?” and so on.
• Be easily accessible: Don’t make your child feel he or she is eating up your time. Help him or her in every way possible – not by completing his or her given assignments but by guiding him through the process.
• Give small tasks: The short attention span is a consistent issue so only give short assignments.
• Don’t let them give up: Slow learners need more time than their peers to understand a concept or finish a task – which can leave them pretty exhausted. Don’t overwork them to the extent that they give up. Give them a break if need be.
• Don’t label them: Don’t keep mentioning the fact that your child is a slow learner and that he or she can’t achieve as much as his or her peers. Be supportive all the way.
• Be patient: Be as patient as you possibly can and be their advocate. Make sure your child is keeping up with the school curriculum or is at least trying his best to do this.

Every child is special and has talents of their own. More often than not, it has been noticed that slow learners, children with ADD/ADHD, autism or other learning disabilities show immense potential in the creative and performing arts. So, do not lose hope. With your effort, your child will shine and make you proud!

Is your child a slow learner? How do you go about assisting him or her? What are his or her major weaknesses? Let’s discuss this in the comments to help out other moms and dads who are looking for answers.

• child development , Confidence , For the parents , Parenting , parenting strategies

One Response

.My single parent sister son is facing slow learner issues. He is having 9 years age and just passed first class due to Covid-19. His IQ is 75 border line intellegence as per doctors. Please guile how to proceed ahead and initially, special educators, teachers put their efforts but later on they give up and we had to leave from them forcefully

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A-Plus Homework Help For College Students

Case study of a slow learner Jovita Lepcha

Document Type : Case Study

Subject Area : Education

A slow learner is one who learner at a slower than average rate. The causes of slow learning are low intellectual learning and personal factors such as illness and absence from school, The environmental factors also contribute to this slow learning. Identification of the slow learners and the crucial step. Then we have to advise educational programme for the slow learners. Slow learner work best with a changeful designed step. Most teachers who deal with average and below-average pupils meet children who do not seem to profit from the usual educational methods and content provided. The term 'backward' or 'slow learner' is reserved for these children who are not coping with the work normally expected of their age group (Bun, 1937) or whose scholastic performance is below the average expected of their age group (Kirman, 1975).

For Kirk (1962), rate of learning is the basis of identifying a child as slow learner, average or gifted. For Kirk, the slow-learning child is not considered mentally retarded because he is capable of achieving a moderate degree of academic success even though at a slower rate than the average child. He is educated in the regular classes without special provisions except an adaptation of the regular class programme to fit his slower learning ability. These children display weakness in thinking, finding, out relationships, similarity, familiarity, reasoning, poor development of concept, language, and number concepts, memory. Socio-emotional characteristics include feeling of in security, withdrawal, immaturity, regression and fantasy. Who is a Slow Learner? It is a known fact that all children experience school-related problems at one time or another during their school years.

A teacher on any working day may have to deal with problems ranging from aggressive behaviour to disinterest in the learning task. The cause of such difficulties may vary from an unknown conflict at home to simple headache. Nonetheless, every teacher should be on the lookout for the attributes which might point to the fact that a certain student is possibly a slow learner. The most obvious characteristic of the slow learners is their inability to 'match up" to the rest of the class in their rate of academic growth. For example, they probably learn to read a year later than most of the children. Their rate of reading development is then four-fifths to nine-tenths of a year during each succeeding school year.

The late start means that they continue to fall farther and farther behind every passing year as they become older. In answering the tool it's miles expected that the procedure of sensitization has started. The look at additionally facilitates us to get an standard attitude of gradual newcomers. It's miles important that extra such research are completed to convey to the notice of higher government that this institution of newbies also need much attention thus making this observe more full-size. Having said all that, one should be very careful as to not confuse the slow learners with the emotionally disturbed, educationally retarded, or the mentally retarded. Therefore, one must be arbitrary about defining the group of pupils. The slow learner will rely on concrete learning rather than abstract learning.

The behavioural characteristics of slow learners are symptoms of conditions or some factors present either within the child or outside the child. Slow learning is caused by a variety of factors such as: (i) Low intellectual abilities such as subnormal intelligence. (ii) Personal factors such as long illness,  long absence from school,  undetected physical defects , poor cognitive entry characteristics.  (iii) Environmental variables such as poor home facilities for learning skills , low quality and quantity of food,  shortage of sleep,  adverse parental attitudes towards education,  poor or inappropriate opportunities in school (large classes), poor quality of teaching,  choosing inadequate or advanced materials,  incompatibility between home and the school,  Repeated changes of school and consequent changes in  teaching styles and content. A teacher’s observance of a slow learner would find that he is often passive and seems uninterested; he writes poorly; he is poor in reading skills; he has little or no skill in interpreting data; he cannot plan her work for himself; he has poor study habits, he tires of an activity quickly; and he tends to give up more quickly than the average student.

When it comes to physical attributes, in many cases, the slow learners are smaller than the average students in built, size, and motor ability. The slow learners, as a group, are somewhat smaller and more poorly coordinated than the population in general.   However, emotionally, slow learners are very similar to normal children. Characteristics like excitons, over sensitiveness, repression, shyness, and apathy are frequently attributed to the group of children; but it should not be concluded that they inevitably possess temperamental or emotional difficulties. Her biggest issue is self-behaviour for she constantly disagrees to follow classroom protocol.  Her report card for the last three quarters shows that she received below average grades in reading and language. Her grades in math are worse.

Why Jovita is the right choice for the research of the case study rather than other students? Jovita is a north-eastern Indian student who is the only child to her hairdresser mother and her private employee father.  I chose her after talking to her first and second grade teacher: Ms. Jovita is consistently being described as a student who has the potential to excel academically, but that self-discipline is her problem. I noticed. Ms. Fernandes mentioned that during the instruction time when she should be writing what the teacher is dictating, she is sucking her thumb or just copying someone else's work. On one occasion when she should have been listening to the teacher, she was flicking paper off her desk.

They were my source for gathering a comprehensive background information about Jovita’s familial upbringing. Impact of family: Ceka and Murat (2016) state that the interaction between parent and their children is constantly being a mutual influence and process moving from the parent to the child which as such triggers impact the children’s development and education, in both, positive as well as negative sense. In Jovita’s case, her parents understand the importance of good quality education and therefore worked hard to get her into a reputed private English medium school for girls run by nuns. Her father is an arts graduate while her mother’s family could only manage to fund her schooling till standard 10th after which she worked as a helper in a beauty parlour in the city.

It is here that she learned the tricks of the trade. They spend their lunch breaks together and Andrea lets her copy off her classwork and sometimes homework too. She is perhaps the only person Jovita talks to in the class. As for other students and teachers, Jovita is just one odd child and slow learner who fails miserably in studies and therefore is a nuisance to a class. Methodology of Data Collection: The research was a long-distance task. That is while I studied in a foreign country, I undertook the research in my home country with the help of a friend who is the class teacher of my case study: Jovita. Fernandes and her classmate and friend Andrea. The method of collecting data and information from these persons was then determined.

The appropriate method was the interviews, whether verbal or written. Verbal interviews were conducted with Jovita (because she was more responsive verbally rather than on paper) Jovita’s teacher and her classmate, and the interview with her parents were conducted by Ms. Fernandes on the PTM day. The data of this study literature indicates that Jovita’s personality is shaped by many factors. These factors intertwine with each other to play an important role in shaping her character in all aspects. These factors have contributed to making Jovita what she is as of now The analysis was divided into two broad categories: First category was the analysis of Jovita as a person, her likes dislikes, her hobbies and her relation to her immediate surrounding that is to her parents and relatives at home and the second category was her relationship with secondary influencers like friends, peer groups, teachers etc.

Analysis of Jovita’s personality, her likes dislikes, her hobbies and her relation to her personal surrounding: Studying the data collected based on the interview, I found out that Jovita since childhood has been a very recluse child. When asked about whether she likes going to school or staying home, she very quickly answered that she likes home. Jovita was questioned about who she likes more, her father or her mother and why; she responded that she doesn't like her father because he always scolded her and punishes her for everything. This unfavourable relationship with her father is one of the prime factors that contributed to her being a recluse child because she is afraid that she might be scolded or punished again.

Jovita mentioned that she likes drawing colouring and singing but does not like to study. Ms. Runa, her art teacher also pointed out that Jovita takes part in the art class with a lot of interest and focus. She was very playful with their neighbour’s daughter but recently around 6 months ago they decided to send her to a boarding school in Mt. Abu and as a result Jovita lost the only friend she had.  This points to the fact that Jovita probably is dealing with separation anxiety which is making her behave like she does. Further questioning about Jovita’s childhood revealed that she suffers from regular bouts of pharyngitis and tonsillitis and as a result has been forced to take strong antibiotics since she was a child.

The doctor advised her to gargle with hot water everyday morning and night, her father is very particular with the practise but Jovita hates it, and as a result her father must force her to do it. They lack the connection. Jovita agreeing that she wants a sister points out to the fact that she indeed feels lonely at times and wishes to have someone to play with. Her mentioning about playing with the doll house and dressing up also shows that she is just a regular child like the other girls. Relationship with secondary influencers like friends, peer groups, teachers etc: Jovita’s only friend in school is Andrea who is her classmate and lives in the same housing society as her.

When Andrea was asked to say something about Jovita, she said, “Jovita is very good at drawing, she draws very beautiful scenery” which reconfirmed the fact that Jovita is indeed talented artistically. Jovita’s relationship with Andrea is no different from that of a normal child and her friends. They both share the same interest for a certain cartoon and a very beautiful friendship. But the fact that Jovita doesn’t talk to anybody but Andrea is because Andrea took the first step to initiate conversation with her while the other students just look down on her because she is academically weak. This showcases the stereotype around academically weak students that has plagued the society. The society tends to harbour negative attitudes towards these children, they even tend to teach their children to stay away from students who are academically weak fearing that they might be a bad influence, but they refuse to look at the other talents and skills of the child.

Considerable repetition is usually necessary and the material should be adapted appropriately for the slow learner. Positive reinforcement technique should be used as much as possible. The following recommendations are useful for the teacher: 1. The teacher needs to emphasize the concrete and the specific with regard to the problems and materials. Instruction should be directed towards satisfying those needs that are more immediate and more easily recognised and identified. Teachers should be careful about the number of things taught and the abstractness of the material. Sheer numbers can overwhelm any one, especially the slow learners. REFERENCES J.  Harris & W. D.   bibliography. of research studies. in education  Gadamer (2004) The Case of the Disappearing/Appearing Slow Learner  Ciasca,,Lima, Mello, Massoni,(2003). Characterization of school-related problems and diagnose APPENDIX Interview with Jovita: 1.

Good morning, what is your name? how old are you? Hello! My name is Jovita and I’m 8 years old. She is a very quiet and good child. Do you have any plans for Jovita’s future in terms of what she wants to become when she grows up? She says she wants to be a painter, but we know we will support her nonetheless with whatever she wants to be. Do you think it would be better for her if she had a sibling? Yes. Because she doesn't go out to play with friends. She usually watches tv or sits and colours her sketchbook. How did you meet Jovita? We met in the bus. She had no place to sit.

I moved my bag and offered her space to sit. We live in the same colony. Do you meet Jovita often? No ma’am. She is a good friend to me. She has no other friends than me. So, I stay with her. What does Jovita usually get for tiffin? She brings Maggi, but she loves the rajma chawal I get. We share the tiffin. While other children go out to play, Jovita stays in class and eats inside sometimes alone, sometimes with Andrea. Do you think Jovita needs extra attention, care, love, some personal time as compared to other students? Yes. She is usually aloof, and I have met her parents in a PTM and got to know that they work which means the child is usually left alone.

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Slow Learner Child: Characteristics and How to Deal?

Who Is a Slow Learning Child?

What are the different types of slow learners, what are the characteristics of a slow learning child, what causes slow learning in kids, what are the symptoms of slow learning, challenges of a slow learning child, how to help and handle a slow learner, what parents of slow learners should not do.

Many people hold the misconception that if their child is a slow learner, this automatically signifies incompetence or a lack of effort on the child’s part. However, neither assumption is accurate. One of the most challenging realities for parents to come to terms with is the recognition that their child is a slow learner. Acknowledging and understanding that your child is a slow learner doesn’t equate to accepting defeat but rather opens a pathway to tailored support and guidance. When it comes to assisting a slow learning child who finds learning more challenging than his or her peers, there are numerous proactive steps parents can take to significantly ease the child’s educational journey.

When it comes to slow learner meaning, a slow learning child is a child that hits his developmental markers at a much slower rate than compared to his peers. It is commonly misunderstood that these children fail at learning or are merely ‘dumb’. The truth is that every child has his own pace to learn and develop. Some children naturally learn much faster, and others are known to take their time to learn the same concepts and lessons.

Slow learners can present a range of challenges in their learning journey, often requiring specific strategies and supports tailored to their unique needs. Here are some common types of learning challenges slow learners may face:

• Difficulty with Reading (Dyslexia): Challenges with reading, understanding, and interpreting text. Children may struggle with phonemic awareness, decoding words, reading fluency, and comprehension.
• Challenges with Math (Dyscalculia): Difficulties in understanding numbers, learning how to manipulate numbers, and learning math facts and concepts. This can include problems with counting, calculation, and math reasoning.
• Writing Difficulties (Dysgraphia): Issues with handwriting, spelling, organizing ideas, and composing written content. Children may struggle with the physical act of writing as well as with expressing their thoughts coherently on paper.
• Problems with Attention and Concentration (Attention Deficit Hyperactivity Disorder – ADHD): While not exclusively a learning disorder, ADHD can significantly impact learning. Children may have difficulty staying focused, following directions, and completing tasks, which affects their learning pace.
• Auditory and Visual Processing Disorders: These disorders affect how the brain processes auditory and visual information. Children may have difficulty understanding language or visual cues, which can impact reading, writing, and math learning.
• Language Disorders (Including Dysphasia/Aphasia): Challenges with understanding and producing spoken language, which can affect reading comprehension and written expression, as well as social interaction.
• Memory Disorders: Problems with short-term or working memory can affect a child’s ability to retain and use information learned in school, hindering their ability to keep up with peers.
• Executive Functioning Issues: Difficulties with planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. This can impact a wide range of learning activities and tasks.
• Non-Verbal Learning Disabilities: Challenges with nonverbal cues, such as facial expressions and body language, which can impact social skills. Additionally, there may be difficulties with spatial relationships and fine motor skills .

A slow learning child is one that struggles to hit basic developmental milestones that can broadly be categorised into four groups – developmental, social, personal or educational. Here are a few symptoms of slow learning child. Understanding these characteristics of slow learners will help immensely

• Developmental: The characteristics of a child with developmental learning disorders  include poor memory and a delay in speech and language developmental patterns . This means your child could take longer to start speaking than others or may need more prolonged and repetitive lessons to learn most concepts.
• Social: A child who has social learning disabilities is usually known to relate to children younger to him more often and avoid interacting with peers. Such children are also prone to behaviour that is associated with children younger than their age. These children are often just labelled as introverts due to the inability to connect with their peers leading them to be quieter or more reserved.
• Personal: Children with personal learning problems seem to have less control over their emotions. They tend to fall back to anger quickly, get frustrated faster than most, express emotions like anxiety for seemingly minor issues or get depressed over setbacks. These children are most likely to have significant problems with self-esteem, confidence and are prone to acts of aggression or emotional instability.
• Educational: Children with learning or educational disabilities take longer to process and understand the information provided to them. These children may be proficient in intellectual knowledge, but it takes them longer to understand & grasp the concepts.

Most parents may wonder why some children are slow learners. The truth is that there is no clear answer. Yet, there are a few underlying reasons that can be the main causes but these causes of slow learners may not be specific to your child.

• Trauma – Your child could have gone through a trauma in the past which is causing a delay in his development. It is now widely accepted that trauma of any nature – be it physical, psychological or emotional – can have the same impact on children.
• Premature Birth – One of the reasons for problems while learning is the premature birth. This can also be the reason behind your child having a slower rate of brain development.
• Medical – Another common cause for learning issues could be medical – diseases of the brain or nervous system can cause problems for children to hit learning milestones. These are often treatable, but when not treatable, they are manageable.
• Pampering – The most common cause for learning delays is the over-pampering nature of parents. At times, the learning process requires action and failure. A lot of children who are pampered are known to have the problems solved for them, which is why they never learn or adapt.

Recognizing the symptoms of slow learning in children is crucial for early intervention and support. Slow learners may show a variety of signs that indicate they process information at a different pace than their peers. Here are key slow learner symptoms to look out for:

1. Limited Vocabulary

Slow learners often have a smaller range of vocabulary than their peers, which can impact their communication and comprehension skills.

2. Difficulty Following Instructions

They may struggle to understand and follow multi-step instructions or frequently need reminders.

3. Poor Memory Skills

This includes challenges with short-term memory, such as difficulty remembering what they’ve just learned or been told.

4. Challenges in Reading and Writing

Slow learners might find it hard to learn to read, display reading below grade level, and have trouble with writing tasks, including forming letters and spelling.

5. Struggles With Math Concepts

They often have difficulties understanding and applying math concepts, procedures, facts, and problem-solving strategies .

6. Problems Paying Attention

A short attention span and easy distractibility can hinder their learning process.

7. Lower Social Skills

They may display less understanding of social cues and have fewer social skills compared to peers, which can affect their interactions and relationships.

8. Trouble With Problem-Solving and Critical Thinking

Slow learners can find it challenging to engage in critical thinking or solve problems that require applying knowledge in new ways.

9. Poor Coordination

This can include both fine motor skills, like handwriting , and gross motor skills, like catching a ball.

10. Slow Work Pace

They often take longer to complete tasks and assignments, needing more time to process information.

A child who is diagnosed as a slow learner can face many challenges in his lifetime. He may struggle to keep up with his peers, find it difficult to stay motivated while learning, go through many bouts of depression or anxiety or struggle to communicate and build connections with people. To understand the possible challenges that your child may face as a slow learner, talk to a child learning and developmental specialist.

There are numerous ways to help a child who is a slow learner. Here are a few methods  on how to motivate slow learners:

Motivation is one of the most essential requirements for children who are slow learners. To help them continue learning and to keep them motivated, it is important to praise them when they get a concept or technique correctly. Even the smallest victory should be acknowleged and praised.

As with any child, a slow learning child will be motivated to stay the course and learn as much as possible if there is a reward at the end of it. Try setting rewards for milestones to keep your child motivated and to help him focus on the task at hand.

3. Smaller Targets

When working with a child who is a slow learner, it is important to set small targets that are achievable and within reach. As a parent, it is your responsibilty to understand what is achievable for your child.

4. Failure Isn’t Bad

Make sure you reinforce the notion that failure isn’t a bad thing. Be realistic with teachers and other caregivers as well as with yourself that your child will fail more often than other children. When he does, do not berate him. Instead, encourage him to try again.

5. Be Open With Caregivers

Be it a teacher, your partner, parents, the babysitter or any other caregiver, be open about your child’s struggle. Let them know the situation and educate them about how to handle the situation with your child as a slow learner.

6. Be Patient

Do not compare your child to other children. This will only de-motivate you as well as your child. Stay patient when working with him and be sure that he will hit the milestones in front of him, even if it is at a much slower rate. Make sure you do not lose you patience and scream at him, as this will only demotivate him.

7. Keep Space for Aids

Whether it be post-it notes, reminders on calendars or calculators, keep room for visual and auditory aids when working with your child. These aids can be beneficial at a subconscious level. Find aids that can be used passively so your child continues to learn.

8. Be Supportive

Being vocally supportive is essential when dealing with slow learners. Encourage your child to keep at it until he succeeds. Just knowing you believe in your child will keep him motivated to keep learning and trying.

Supporting a slow learner requires patience, understanding, and a positive approach from parents. It’s equally important to be aware of actions and attitudes that can hinder their progress or affect their self-esteem. Here are critical things parents of slow learners should avoid doing:

1. Overloading With Information

Avoid overwhelming your child with too much information at once. This can lead to confusion and frustration, making the learning process more difficult.

2. Expressing Frustration or Disappointment

Refrain from showing frustration or disappointment in your child’s learning pace or comparing them to siblings or peers. This can harm their self-esteem and motivation.

3. Ignoring Their Efforts

Do not overlook or undervalue the effort your child is putting into their work, even if the outcomes aren’t immediately impressive. Recognition and encouragement are key.

4. Setting Unrealistic Expectations

Avoid setting expectations that are not aligned with your child’s current abilities. Unrealistic goals can lead to feelings of failure and discourage further effort.

5. Neglecting Their Emotional Needs

Do not ignore the emotional support your child needs. Slow learners may experience anxiety, depression, or low self-esteem due to their challenges.

6. Focusing Solely on Academic Performance

Avoid concentrating exclusively on academic achievements. Encourage and celebrate their strengths, talents, and non-academic successes as well.

7. Skipping Breaks and Leisure Time

Do not minimize the importance of breaks and leisure activities in your child’s schedule. Overloading them with continuous learning can lead to burnout and decreased productivity.

8. Using Negative Labels

Refrain from using negative labels like “lazy” or “incapable.” Such labels can become internalized, affecting their self-image and motivation.

9. Forgoing Professional Help When Needed

Avoid the reluctance to seek professional help or educational resources that can support your child’s learning journey. Early intervention can make a significant difference.

10. Ignoring Their Learning Style

Do not overlook the importance of understanding and catering to your child’s preferred learning style. Tailoring your approach can enhance their learning efficiency.

Here are some frequently asked questions about slow learning children.

1. How are slow learners different from those who have learning disability?

A learning disability is a physiological condition that prevents the child from learning in the same way as others. They can still learn at the same pace as their peers if they are taught in a different manner that works around the condition. For instance, Dyslexic children can learn as fast as any other child if they are read to instead of being made to read.

Slow learners have problems keeping up with their peers due to the inability to grasp a concept or understand what is taught to them. Slow learners have developmental issues whereas, children with learning disabilities do not.

2. Is slow learning and ADHD the same?

ADHD is an issue that is focused on attention retention. Slow learners struggle to hit learning milestones due to the inability to grasp information quickly.

3. Does slow learning mean my child has autism?

No. Autism is a condition where the child does not identify with social interactions and norms. Slow learning may be a symptom of it, but not all slow learners have autism.

4. What strategies can teachers use to help slow learners in the classroom?

Teachers can adopt several strategies to support slow learning disability effectively. Differentiating instruction to cater to diverse learning styles and speeds is crucial; this might involve breaking down tasks into smaller, manageable steps, using multi-sensory teaching methods, and providing extra time for certain tasks. Establishing a positive relationship with each student, setting realistic and achievable goals, and providing regular, constructive feedback can also significantly impact their learning journey. Moreover, integrating technology and educational software can make learning more engaging and accessible for slow learners.

Dealing with a slow learning child requires patience. It is essential to remember that a child should never be self-diagnosed as a slow learner. If you think your child may have trouble learning, contact your doctors and have him tested to be sure of his condition.

References/Resources:

1. What Causes a Child to Be a Slow Learner?; The Vision Development Team; https://www.sensoryfocus.com/what-causes-a-child-to-be-a-slow-learner/

2. Learning strategies for slow learners using the project-based learning model in primary school; ResearchGate; https://www.researchgate.net/publication/329014557_LEARNING_STRATEGIES_FOR_SLOW_LEARNERS_USING_THE_PROJECT_BASED_LEARNING_MODEL_IN_PRIMARY_SCHOOL

3. Hafidah Hafidah. H, Rukli. R; Treating Slow Learners in Learning Repeated Addition using Realistic Mathematics Education Approach; Education Resources Information Center; https://files.eric.ed.gov/fulltext/EJ1363732.pdf

4. Mushtag. R, Khan. M, Roohi. T, Ghori. U; Improving The Academic Performance Of Slow Learners Through Effective Teaching Strategies; International Journal Documentation and Research Institute; http://ijdri.com/me/wp-content/uploads/2022/01/23.pdf

5. Daga. P, Jain. E; The Psychosocial Factors of Slow Learners: A Comparative Study Between Government and Private Schools Students; The International Journal of Indian Psychology; https://ijip.in/wp-content/uploads/2022/03/18.01.079.20221001.pdf

How to Deal with a Stubborn Child?   How to Deal With a Highly Sensitive Child? Tips for Parents to Handle Naughty Kids Effective Tips to Deal With a Defiant Child

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achieving academic success

16 study tips for slow learners that actually work.

• December 24, 2021

Being a slow learner can be quite frustrating. But don’t worry – there are ways to improve your learning ability and speed up the process!

It can be frustrating to feel like you’re always struggling to keep up academically. Unfortunately,   it’s even worse when you feel as if you’re the only one having trouble with the material. Let’s face it, being a slow learner is not your fault-but it is your problem.

But don’t worry – there are some practical study tips for slow learners that can help. Read on for more information about how these tips can make a real difference in your life.

According to research, slow learning has a significant social and financial burden on families and communities. Additionally, since many slow learners are diagnosed late, at a mean age of 14.5 years, they miss out on beneficial educational rehabilitation. Notably, individual attention and remedial actions are necessary at a much younger age. parakh, 2019

"Never discourage anyone who makes continual progress, no matter how slow." - Sabatha Cokotho

Who is a slow learner?

A slow learner is someone who learns at a slower pace than the average person.  Several factors may contribute to slow learning including poverty, parental problems, cultural issues and unfavorable school conditions. 

For a long time, society has been geared towards fast-paced learning. This is because our world is constantly changing, and those who can keep up with the changes are often more successful. 

However, it’s important to note that many children experience school related issues at some point.

Despite what many people believe, being a slow learner does not mean that someone is unintelligent .

Unfortunately, this is a myth that many parents, teachers and even the persons themselves often believe to be true.

As we learn more about different learning styles, it is becoming increasingly clear that one size does not fit all.

In fact, it has been shown that students who are taught in a way that caters to their specific learning style often achieve better results.

Fortunately, research shows that a slow learner is still capable of achieving academic success in the regular classroom, even though at a slower rate. However, changes to fit the slower learning ability are necessary to prevent them from failing and dropping out . vasudevan, 2017

Consider watching my video on YouTube to learn more about slow learners

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What is the difference between slow learning and learning disability?

While having a learning disability also affects a person’s ability to learn, it is not the same as being a slow learner. 

In fact, there are many different forms of learning disabilities, such as Dyslexia and Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) and Non Verbal Learning Disability (NVLD). 

However, the diagnosis of a learning disability can be made only after a number of tests have been carried out by an expert. 

On the other hand, various tools and techniques can be used to identify a slow learner, including observation of behavior in the classroom, parental opinions, IQ tests etc. 

Read also:  7 Study techniques to increase your learning ability.

Slow doesn’t mean dumb

One of the biggest problems that slow learners face is a lack of self-confidence. This is often due to the misconception that they are unintelligent or dumb.

It is important for these students to understand that just because they learn at a slower pace than others, does not mean that they are not smart.

In fact, many famous people have struggled with being slow learners, including Albert Einstein and Steven Spielberg.

Read also:  19 Easy ways to increase your brain power. 

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Study tips for slow learners

Even though a slow learner has difficulties coping with what is normally expected, there are many different ways to help them improve their academic performance.

Some of the study tips include:

• Make learning fun
• Maximize strengths to learn faster
• Use examples
• Implement specific strategies for names and dates
• Underline and highlight
• Make mind maps
• Change your approach
• Use memory techniques
• Ask questions
• Use mnemonics
• Put knowledge into practice
• Use grouping
• Teach someone else
• Try individualized attention
• Stretch yourself

Read also: 11 Simple Tips For Slow Readers That Actually Work

"Some quit due to slow progress. Never grasping the fact that...Slow progress is progress." - Jeff Olson

1.Make it fun for slow learners

Many students learn better when they are having fun. As such, instead of learning biology in a dark lecture room, consider going to the park or an art museum. 

Not only will this be more enjoyable but you’ll be likely to retain much more information.

Read also: 16 Simple Tips To Appear Smarter Than You Actually Are

2.Maximize the strengths of slow learners

It’s important to maximize your strengths, particularly if you are a slow learner. Start by discovering your specific learning skills.

For instance, if you’re a visual learner, like 70 % of the population , you’d greatly benefit from learning materials that include images and diagrams .

Your spatial learning style might be well suited to mastering maps and 3D models.

Plus, pictures are worth a thousand words.  So, if you need to learn about something new, try finding images related to it on the internet or in textbooks, or draw your own. This will help you make sense of what you’re learning.

3.Using examples helps slow learners

If you’re a slow learner, solve a problem using an example before attempting the general case.

Show that you understand how it works and then, if possible, adapt it to some other examples.

4.Implement specific strategies for names and dates

If you find it difficult to remember names and dates, try to use them later on in the day.

In fact, it’s harder to recall information at a moment’s notice than it is to remind yourself of it. 

Also, try associating the names and dates with something you already know or using them in a song or rhyme. 

5.Underline and highlight if you’re a slow learner

Underlining and highlighting key sentences as you read can help you remember them later when you are trying to recall the text.

6.Make mind maps to improve slow learning

Making diagrams of how different parts relate to each other can help you understand complex systems and procedures better.

Actually, mind maps will force you to summarize the information, so that only the important points remain.  As such, it is also a good practice for revising at exam time.

Read also:  28 Proven tips to study effectively for exams. 

7.Change your approach if you’re a show learner

If you’re finding it difficult to grasp the material, try changing your approach.

Ask yourself, “What would I find easy to understand here?” Perhaps this will help you find an alternative way of looking at it.

"All students can learn and succeed, but not on the same day in the same way." - William G Spady

8.Use memory techniques to improve slow learning

If you struggle with slow learning, you can use memories of past experiences or events to help you remember information.

For example, attach a word to its relative position in the alphabet (A = 1, B = 2, etc.), as this is a method that can help you recall long lists of information.

9.Ask questions to improve slow learning

If you find yourself struggling to understand something, don’t be afraid to ask questions.

Asking questions may be difficult particularly if you’re timid, but it is the best way to clarify what you’ve been taught. Plus, it can do a world of good for your building your confidence. 

10.Use mnemonics to improve slow learning

Mnemonics are memory tricks to help you remember material by associating it with something else, for example acronyms or visual clues.

Use these whenever you can – they will make your life much easier.

11.Put your knowledge into practice to improve slow learning

It can be hard to remember what you’ve studied if it doesn’t sink in and make sense when you try using it in context.

So, start by changing the way you look at things – if you’re learning about different geometric shapes for example, play with some cardboard and cut out a few.

Drawing them will help you to visualize the shapes and see their differences.

Read also: 22 Main Reasons Why Students Fall Behind Academically

12.Use grouping to improve slow learning

Grouping information means organizing things together so they make sense as a whole, rather than as separate pieces of data.

For instance, if you’re learning about cells in biology, it might be easier to learn them by type (red blood cells, platelets etc.) first than by function (carrying oxygen, clotting etc.).

13.Teach someone else to improve slow learning

People learn better if they explain something to others rather than just reading about it in text.

This is because explaining to others improves your memory and helps you understand the subject in more depth . If you can’t find anyone, you could even teach your pet.

14.Individualized attention will boost slow learning

Individualized attention can be crucial for some students particularly those who struggle with distractions and need complete silence to focus. As such, they might require a tutor to get the most out of a study session.

15.Be patient with slow learners

Remembering new information takes time and effort, particularly if you are a slow learner.

Give yourself enough time to learn something properly because rushing things can mean you don’t remember as much as you could have, even if it feels like it’s taking forever.

That doesn’t mean you can’t reward yourself along the way though – a little celebration now and then can help your motivation.

16.Stretch yourself if you are a slow learner

Setting yourself goals can help you to be more productive and give you the motivation to push on until the end.

As such, you could set weekly or even daily goals for your revision timetable to improve slow learning.

This will encourage you to work steadily towards them every day, which means you anticipate learning and are less likely to develop bad habits of procrastination.

However, be careful not to get frustrated if you don’t meet your targets. Realize that you may need more time, guidance and attention than others. So, avoid competition, comparisons and labeling. 

"Remenmber, success is a journey not a destination. Have faith in your ability. You will do just fine." - Bruce Lee

Can being a slow learner change?

While some persons who are slow learners may remain delayed throughout life, with the right guidance and support,  slow learners can achieve moderate academic success .

In fact, with early detection and adaptation, slower learners lead normal professional, personal and social lives as adults.

It has even been shown that the human brain has the ability to rewire itself as we get older – so if your learning style was not suited to formal education, it may be time to take a new approach. 

If you are not sure what this might be, there is plenty of information online about alternative learning strategies and other options for adult learners.

Most importantly, remember that you can succeed if you try – and don’t let anybody tell you otherwise!

Final words on study tips for slow learners

The study tips for slow learners may not always be what you think they should be.

However, they are effective. If these tips sound like something that can be of benefit to you, then I encourage you to give them a try. It’s time to start learning at your full potential!

What would you add? Let me know in the comments below. 

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Parakh M. (2019). The enormous economic burden of slow learners: A wake up call.  Journal of postgraduate medicine ,  65 (4), 199–200.

Vasudevan, A., (2017) Slow learners – Causes, problems and educational programmes , International journal of applied research , (3), pages (308-313)

Rushana Greenidge-Horace

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