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Prompt:   Write these words: night, friend, jumped, because.

Student Response:

nite   frend   jumpt   becuz

Prompt:   Copy: "The quick brown fox jumps over the lazy dog."

Student Response:

The qick broen fox jmps ovr the lzy dog.

Prompt:   Write about your weekend.

Student Response:

I wnt to the prk.

We plaed on swins.

Mom brot ic creem.

Prompt:   Write the alphabet (A-Z) and numbers (1-20).

Student Errors:

-  Letters :  b  vs.  d  confusion,  m  written as "nn".

-  Numbers :  5  written backward,  12  as "21".

# data[].attributes.body
Prompt:   Write these words: night, friend, jumped, because.

Student Response:

nite   frend   jumpt   becuz

Prompt:   Copy: "The quick brown fox jumps over the lazy dog."

Student Response:

The qick broen fox jmps ovr the lzy dog.

Prompt:   Write about your weekend.

Student Response:

I wnt to the prk.

We plaed on swins.

Mom brot ic creem.

Prompt:   Write the alphabet (A-Z) and numbers (1-20).

Student Errors:

-  Letters :  b  vs.  d  confusion,  m  written as "nn".

-  Numbers :  5  written backward,  12  as "21".

# data[].attributes.body
Prompt:    Write numbers 1–20 in order.

Student Response:

1, 2, 3, 4, 5, 6, 9 (for 7), 8, 10, 11, 12, Ɛ (for 3), 14, 15, 16, 17, 18, 19, 20

Prompt:    Write these numbers: 105, 32, 1,000.

Student Response:

105 → "1005"

32 → "23"

1,000 → "100"

Prompt:    Solve: 15 − 7, 8 + 6, 4 × 3.

Student Response:

15 − 7 = 9 (counted fingers but lost track)

8 + 6 = 13 (said "8... 9, 10, 11, 12, 13" slowly)

4 × 3 = 7 (guessed)

Prompt:    "There are 12 cookies. If 4 friends share them equally, how many does each get?"

Student Response:

12 ÷ 4 = "8" (wrote randomly)

Prompt:    Draw the time "2:45" on a clock.

Student Response:

- Draws hour hand on 2, minute hand on 9 (misreads 45 min as "9").

# data[].attributes.body
Prompt:    Write numbers 1–20 in order.

Student Response:

1, 2, 3, 4, 5, 6, 9 (for 7), 8, 10, 11, 12, Ɛ (for 3), 14, 15, 16, 17, 18, 19, 20

Prompt:    Write these numbers: 105, 32, 1,000.

Student Response:

105 → "1005"

32 → "23"

1,000 → "100"

Prompt:    Solve: 15 − 7, 8 + 6, 4 × 3.

Student Response:

15 − 7 = 9 (counted fingers but lost track)

8 + 6 = 13 (said "8... 9, 10, 11, 12, 13" slowly)

4 × 3 = 7 (guessed)

Prompt:    "There are 12 cookies. If 4 friends share them equally, how many does each get?"

Student Response:

12 ÷ 4 = "8" (wrote randomly)

Prompt:    Draw the time "2:45" on a clock.

Student Response:

- Draws hour hand on 2, minute hand on 9 (misreads 45 min as "9").

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confusion between s ---z likely cause : difficulty with auditory discrimination or phonemic awareness

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letter confusion possibly due to similar sounds

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Mirror Image in the spellings with letters like B, D, P etc.

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Language and sentence structure is correct, spellings are also almost all accurate, just a mirror

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1. Sequencing of numbers is a scope

2. Number 3 - mirror image

3. Place value concept is unclear- associating digit with place value, zero as a place holder

4. Not clear with addition and subtraction- (counting forward; backward)

5. Unclear with multiplication (repeated addition)

6. Does not know the concept equal grouping

7. unable to read time as association of minutes with multiples of 5 is unclear; hence reads 45 mins as 9

8. The child is able to comprehend and interpret the questions however is unable to respond accurately due to learning gap.

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Everywhere he has written the mirror image of e,s,a,b,d,p .

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Could be a good idea to chcek how he/she writes numbers as well

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Mirror image of e and a. His spacing is good and able to convey it as he wanted except for the spelling issue.

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Punctuations are missing.

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Child has spelled based on the letter sound association, not aware of the spelling rules.

missed the short vowel sounds, cvc copied correctly.

sequence of the event listed out properly.. Sight words spelled correctly. words are spelled based on the sounds the child heard.

letter and number reversal.

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1. Child is writing in mirror image.

2. Long setences with no punctuation

3. Writing is coherent

4. Idea has been conveyed well

5. If the child has broken the writing into paragraphs, it has been done well.

6. Able to write in a straight line even without guide lines.

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Child has issues with comprehending and converting sounds to spellings. Silent sounds are missed. Number reveresals

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1. Reversal , number sequencing confusion

2. Reversal , Understanding place value concept

3. Mathematical confusion, sustainable attention issue

4. Mathematical operator confusion

5. Little too advance for comprehending time concept

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Analysis:

-  Phonetic spelling  (e.g., "nite") is age-appropriate, but:

-  Rule-breaking errors  ("frend" missing  i , "jumpt" extra  t ) suggest weak orthographic memory (dyslexia link).

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Analysis:

-  Omissions  ("quick" → "qick", "lazy" → "lzy") → Possible visual tracking issues.

-  Letter reversals  ("brown" → "broen") → Dysgraphia red flag.

# data[].attributes.body
Analysis:

-  Short, simple sentences  → Avoidance of complex writing.

-  Spelling errors  ("prk", "swins") → Reliance on sounds, not visual memory.

-  Inconsistent spacing  → Fine motor control challenges.

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Analysis:

-  Reversals  → Common in dyslexia/dysgraphia until age 8+.

-  Poor alignment  → Weak motor planning.