Characteristics of
Adults with Learning Disabilities

Reading Characteristics What it Looks Like in an Adult
Does not read for pleasure. Engages in leisure activities other than reading magazines or books; prefers more active pursuits. Doesn't read stories to his/her children.
Does not use reading to gather information. Cannot easily use materials like newspapers and classified ads to obtain information.
Has problems identifying individual sounds in spoken words. Does not attempt to sound out words in reading or does so incorrectly.
Often needs many repetitions to learn to recognize a new or unused word. May encounter a newly learned word in a text and not recognize it when it appears later in that text.
Oral reading contains many errors, repetitions and pauses. Reads slowly and laboriously, if attempts at all. May refuse to read orally.
Efforts in reading are so focused on word recognition that it detracts from reading comprehension. Loses the meaning of text, but under­ stands the same material when it is read aloud.
Has problems with comprehension that go beyond word recognition. May have limited language skills that affect comprehension. Does not understand the text when it is read to him/her.
Has limited use of reading strategies. Is an inactive reader; not previewing text, monitoring comprehension or summarizing what is read. When prompted to do so, does not describe strategies used to assist with decoding and comprehension of text.
Rarely practices reading, which may compound reading difficulties. Lacks complex language and word knowledge. Recognizes and uses fewer words, expressions and sentence structures than peers.
Writing Characteristics What it Looks Like in an Adult
Has difficulty communicating through writing. Rarely writes letters or notes. Needs help completing forms such as job applications.
Written output is severely limited. Struggles to produce a written product. Produces short sentences and text with limited vocabulary.
Writing is disorganized. Omits critical parts or puts information in the wrong place. Writing lacks transition words.
Lacks a clear purpose for writing. Does not communicate a clear message. Expresses thoughts that don't contribute to the main idea.
Does not use the appropriate text structures. Uses sentences that contain errors in syntax or word choice. Fails to clearly indicate the referent of a pronoun.
Shows persistent problems in spelling. Spells phonetically. Leaves out letters. Refrains from writing words that are difficult to spell.
Has difficulties with mechanics of written expression. Omits or misuses sentence markers such as capitals and end punctuation, making it difficult for the reader to understand the text.
Handwriting is sloppy and difficult to read. Has awkward writing grip or position. Letters, words and lines are misaligned or not spaced appropriately.
Demonstrates difficulties in revising. Is reluctant to proofread or does not catch errors. Focuses primarily on the mechanics of writing, not on style and content.