• Tom used poor grammar: mixed tenses, fragmented and run on sentences.
• He used limited vocabulary when writing, most likely due to poor spelling because his verbal vocabulary is strong.
• He had difficulty organizing thoughts in his writing. He just put down the thoughts as they occurred.
• Tom's handwriting was poor - his letters were hard to distinguish.
• Tom was unable to see most of the errors in his writing - but could spot a few spelling errors when he really struggled with the words.
• He had difficulty hearing the letters when he asked for the correct spelling of a word - the letters had to be stated very slowly in order for him to write the word.

Reading and comprehension:

• Tom struggled with oral reading when confronted with new words or multi-syllabic words - poor word attack problem skills (could not sound out the word and missed parts of the word).
• 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.