Monitoring/ Auditing Criteria: to assess guideline implementation or adherence to recommendations. This is accomplished if the child begins to get benefit from the used appropriate strategies addressing his difficulties and when the needed recommended classroom management assisted his academic performance.

Clinicians should be able to:

·  Acquire the a full developmental history and the academic history of the child from the parents

·  Exclude other causes of low academic underachievement as low intellectual ability, impaired sensory functions, etc.

·  Is the child’s recent IQ test in the average range?

·  Has the child other comorbid emotional or behavioral comorbidities?

·  Provide effective strategies for reading, fluency, reading comprehension to address the difficulties in these areas

·  Provide advice for classroom management as establishing routines can reduce students ‘working memory overload. The use of visual clues, modeling and rehearsal of desired behaviors, breaking tasks into subtasks can also address working memory problems.

All clinicians should be aware and informed to consider the following red flags:

·  Discrepancy between ability versus achievement

·  Phonological awareness problems

·   Sound production difficulty

·  Syntactic error

·  Word finding difficulty

·  Comprehension difficulty

In order to monitor the efficacy of the rehabilitation program: The following tests can be used:

·  iQ test

·  Arabic Language test

· Phonological awareness test

·  Modified Arabic dyslexia screening test

·  Arabic reading screening test

· Dysgraphia severity scale