Reading and comprehension:

• Tom struggled with oral reading when confronted with new words or multi-syllabic words. He had poor word attack problem skills (could not sound out words and missed parts of words).
• While reading orally, he was faced with a number of words he was unable to pronounce and his comprehension declined, as compared to when he was able to read silently.
• Tom's comprehension was much stronger when he was given time to silently read the passage versus when he heard the passage orally.
• He was able to find factual answers, predict and discuss inferences from the passage and he enjoyed making conclusions and judgments.
• His verbal expression of his understanding of the passage was stronger than his written expression.
• Tom was able to follow multi-step instructions when he read them, versus when he heard them orally.

Oral communication:

• Tom often interrupted before the speaker was able to finish his/her comments.
• He often picked up on one point and seemed anxious to express himself by blurting out his response, even though it wasn't the key point in the discussion.
• He often asked the practitioner to repeat what they said.
• His verbal vocabulary appeared stronger than his written vocabulary, however when he was asked to read some of his words that were misspelled, he did not notice that he mispronounced them as well (i.e. valentime, libary).

Auditory versus visual:

• Tom's score was much higher when he was asked to circle the word that was different versus having to hear the different word.