Is there an LD that prevents: identifying parts of speech?

Geoff,

Yes, when he “writes” he does use verbs and adjectives correctly. His classroom teacher stated that if a student cannot do the worksheets that they usually are not good writers.

I spoke with the school speech pathologist and she does not think that he would not benefit from 1:1 instruction. She suggested that I continue to work with him at home and to use different colored highlighters for different parts of speech because with his dysgraphia it is hard (and very messy) for him to underline or circle the parts of speech on his own.

As to the issue of spatial thinking, he does have an auditory processing disorder as well. (There is a lot going on with him I did not want to go on and on…).

You wrote: [quote]Visual and Auditory Working Memories have a spatial side to them[/quote]

How would this affect him and where can I learn more about this?

DMS

Re: Is there an LD that prevents: identifying parts of spee

Hi DMS,
I would suggest that he is an exceptional ‘Big Picture’ -‘Global Thinker’, where he can easily bring information together, to develop an understanding.
With strong comprehension.
But whilst he can easily ‘bring it together’, his difficulty is with then, going back and taking it apart?
Spatial Thinking provides a way of taking the ‘Big Picture’ and isolating it into its elements.
Whilst with Visual Thinking, the spatial element is more obvious.
The relationship between Auditory and Spatial thinking is a bit more obscure.
Where a sense of Rhythm also plays an important role. As it provides an overall structure.

DMS, I’m actually involved in research into Working Memory, where I run a Forum for the maths disorder Dyscalculia. Where dificulties with Visual and Spatial Working Memory are a common issue.
I’m also involved with research into Auditory Processing Disorder, and www.apduk.org
Where I’m also looking into auditory spatial working memory.
Where I note that you mention that he also auditory processing disorder. Where I wonder if his difficulty is with Figure/Background and hearing in a noisy environment? Such as a classroom.
Where spatial thinking can be a factor in ‘sound localization’.
But most importantly are exercises to develop visual and auditory spatial thinking.
Where learning to ‘Juggle’ with small cloth bags of beans, is an excellent exercise. Yet I just had a report from a Mother that made 2 small bean bags for her son, advising me that I should have told her to make 6 bean bags, as her other 2 children want to learn juggle as well.
Though developing Balance is also most important issue, but more particularly Vestibular Balance, which is a mechanism in the ears. As opposed to Visual balance.
Another valuable type of spatial Thinking exercises, involves doing simple activities with ones ‘Eyes Closed’. If you want a demonstration of your Spatial Thinking, just close your eyes and touch the tip of your nose with a finger tip.
Or with eyes closed, bring the finger-tips of both hands together.
For Dysgraphia, as a demonstration, you might simply try closing your eyes and printing letters on a page? Where you might observe what is happening as you do this with your eyes closed.

Though in terms of Auditory spatial thinking, if your son closes his eyes. Then you move around him and make a noise at different points around him. While keeping eyes closed, can he point to where the sound is coming from?
DMS, this might all sound a bit confusing, but the exercises are actually very simple and easy to carry out.
Anyway, let me know if this made any sense to you?
Geoff,