Some students possess weaknesses in motor planning that make it difficult to perform all types of fine motor and gross motor tasks. In general, strong processing abilities make early learning easier and enable children to perform secretarial tasks such as taking notes, memorizing math facts, or acquiring accurate and fluent word identification skills. Once a child has learned a task, which may require repeated practices, these skills become automatic and are performed with little effort. When a child has learned to read a word, the word is usually recognized automatically the next time it is encountered. Skills in these blocks help children perform various tasks, but these skills alone do not guarantee school success.
Some children have no trouble learning to read, spell, and solve math computations.
They may be capable of mastering basic mathematical processes but then struggle with more complex mathematics because of a difficulty with concept formation. In our model, these difficulties relate to the conceptual blocks. Language Thinking with language involves tasks such as comprehending written text, expressing ideas through speaking and writing, and learning and using new vocabulary. Students with strengths in language tend to speak easily and possess an expansive vocabulary. Students with weaknesses in language often experience difficulty with tasks involving comprehension or production of text.