Which behavior might indicate a potential learning disability in a student?

The option concerning poor performance on academic tasks despite high intelligence test scores is indicative of a potential learning disability. This behavior suggests a discrepancy between cognitive ability and academic achievement, which is a hallmark characteristic of specific learning disabilities. While the student may demonstrate high intelligence, their struggles with academic tasks could point toward difficulties in processing information, language, or other specific areas that are not fully captured by intelligence assessments.

This situation often reflects the need for targeted instructional strategies that accommodate the student's unique learning profile. Educators may need to provide tailored support to help bridge the gap between the student’s cognitive potential and their academic performance, which is crucial for effective intervention and fostering the student's learning.

Other choices, while they may highlight different learning challenges, do not specifically indicate a learning disability in the same way. For example, performing well on assignments but poorly on tests can result from various factors, such as test anxiety or misunderstanding test formats. Needing practice with hands-on materials for abstract concepts can suggest that a student benefits from kinesthetic learning but doesn’t necessarily indicate a disability. Consistently earning low grades without concrete reinforcement may imply a lack of motivation or support rather than a specific learning disability.