Fluency struggles to assess:

• Appearing to re-read or reading very slowly, when reading silently - this can be attributed to poor visual processing
• Reads with an overdependence on guessing and, as such, comprehension is compromised, evidenced in errors in answering questions related to the text
• Reading style is halting and jerky
• Continuously whispers to self while writing⁴⁶

Assessing mathematics

Math learning disabilities formally know as Dyscalculia often do not occur in isolation. Adults may also experience difficulties with language processing problems, visual spatial confusion, and memory and sequence difficulties. Learning disabilities affect math in two general areas: calculation and problem-solving. These two areas affect learners' abilities to handle daily math functions such as counting money to make change, writing numbers on cheques, reading information from a chart or graph and problem-solving (i.e. determining how much paint to buy to cover a wall). Adults with learning disabilities most often show extremes in math. They may understand some areas but really struggle with others even after a review is given.

When assessing math skills, practitioners should move from the familiar (day-to-day transactions) to the more complex (use of math functions + -, x, etc.). Start with tasks that use mental calculation and move to tasks that may require figuring out with a pencil and paper (but always make the paper and pencil available). Observe when learners move from mental calculations to paper and note the organization of the calculations on the paper. Practitioners should observe the process and any consistency of errors.

Next, move from single-digit calculations to double-digits and then to double-digit calculations where carrying is involved. Practitioners should examine the level and type of errors made by the learners and note when the math performance breaks down. Once the above analysis has been completed, move on to more complex calculations, such as percentages, decimals and fractions.⁴⁷