It is a common method of assessment used by teachers to find out the learning problems of children. Children with laming problems show deviancy in studying. Specific problems of the child can be diagnosed and early intervention could be planned by the teacher for providing remedial measures. The preliminary to identify the specific learning problem of the child is known as informal testing. A common method of assessment used by teachers in the area of reading is an informal reading inventory (lRl) which is a series of reading passages or word lists graded in order of difficulty. The student reads the passage and the teacher monitors his/her performance. After the results of the lRl have been complied, the teacher can use them to estimate the appropriate difficulty level of reading material for the students as well as to determine what kinds of reading errors he/she typically makes (eg. mispronunciation, omissions, hesitations. The teacher can then use these error analysis instructional interventions for the student.

The following guidelines for informal testing and evaluation can be used by the teacher as the assessment if learning disabilities.
The child,
1. Finds it difficult to organize his work and is often late in submitting his class work
2. seems dull and slow is responding to others.
3. Cannot correctly recall or instructions when asked to respect them.
4. Shows excessive inconsistency in the quality of performance from time to time,
5. Gets easily distracted even by a slight disturbance
6. Confusing b/w left and right.
7. Gets so excited that he cannot sit still in the classroom even for a short period.
8. While reading misses out lens or reads them time.
9. Reads word backwards (for eg 'on for no' ' saw for was)
10. Put letters in the wrong order reading 'felt as left' ' act as eat'
11. Shortens words (surly for suddenly, member for remember)
12. Misreads words (surly for suddenly, member for remember)
13. Has difficulty in recollecting words automatically and correct sentences.
14. Misreads number (6 as 9, 3 as 8). I
15. Writes letters in the wrong order (time or item)
16. Mirror writes (Ram for Mar)
'17. Reverses letter (b as d, p as y)
18. Mirror writes number (6 as 9, 9 as p)
19. Omit letters (limp as lip, went as wet)
20. Add letters (want as what, what as whart)
The teacher finds the problems of children in the learning process after which she goes for formal testing and evaluation with the consultation of expects and the help of standardized tools.