Difficulty to follow a rhythm and to reproduce it.
Difficulty to learn songs or poems by rote -
the child retains the idea but could not repeat the exact words.
Difficulty in naming familiar objects.
This is the phenomenon of the word on the tip of the tongue.
This is not a problem of vocabulary, as we said earlier, but
of accessing the name corresponding to even familiar objects
in the phonological long-term memory.
Another risk factor is when you see that a child has difficulties
to follow a sequence of instruction(s) given simultaneously.
And if you think about it, teachers often do that when they say, 'Please,
open up your bag, take your binder, open your binder at page 67 and
do exercise number six'.
This is very complicated because, usually,
dyslexic learners have difficulty with short-term memory, and
when they hear the last sentence, they will have forgotten the first sentence.
So, they seem completely lost, and they don't know what to do.
(Obviously, a trick to avoid this confusion of the child is
to break down the sequence into bits.
So, 'Please open your bag'.
And, you wait until everyone has opened the bag.
'Take your binder', etcetera.)
Difficulty in naming some words;
the child confuses the sounds of the word and produces them in the wrong order.
For example, he will say, 'disonaur' instead of 'dinosaur'.
Important lack of organization and frequent loss of personal items.
