Use these questions when observing an individual over time and under various circumstances. If the answers indicate that the individual has consistent difficulties in one or more of these areas, then it is likely that he or she has a learning disability related to his or her difficulties.

The above section on observing learner's strengths and struggles was adapted by permission from Payne, N.A. (1998). The rationale, components, and usefulness of informal assessment of adults with learning disabilities. In S.A. Vogel & S. Reder (Eds.), Learning disabilities, literacy, and adult education (pp. 107-131). Baltimore: Paul H. Brookes Publishing Co.

Analysis of demonstrations and tasks

There are two types of assessment processes that can be used when reviewing learners' work samples and reading practices. They are "diagnostic-prescriptive teaching" and "dynamic assessment". Although the terms may be unfamiliar to LBS practitioners, most likely practitioners have used both or a combination of these two kinds of approaches.

Diagnostic-prescriptive teaching: refers to the practice of constant evaluation. Practitioners and learners continually participate in observation and evaluation. During this process, the role of the learner is to provide feedback and input on instruction methods and/or learning strategies that may or may not be working. As practitioners continually assess demonstrations or tasks, they look for concrete signs of learning disabilities.

Dynamic Assessment: involves the process of assessing, directing and reassessing. Instead of stopping once the assessment is done, practitioners provide guidance or cues in the areas that the learner is experiencing difficulty. As learners use the guidance, their work is reassessed to see how the additional support impacted on their performance. The interaction between learners and the practitioners could include: modeling the task for the learners; giving learners prompts as they try to solve a problem; and asking what learners are thinking as they work on problems. Practitioners may want to share experiences with learners which help to give relevancy to the task and provide constant praise, regardless of the task performance.²⁸