This process will be repeated during Week 3. Week 3 will also feature a passage and comprehension questions. This time, however, Jonathan will be asked to read the passage aloud to the therapist and answer the subsequent comprehension questions. This week will include a writing exercise, with fairly simple instructions that relate to Jonathan's passion for athletics.
During Week 4, the complexity level of the reading will be increased to Level 2, with writing instruction still remaining fairly simple. Jonathan will also be asked to learn a number of similar word pairs for a brief spelling test. For Week 5, both reading and writing will be presented at a Level 2 complexity level. This will continue up to Week 8, when the sessions will finish. During the subsequent week, the post-tests will be administered to determine whether the remediation was successful.
Post Testing Results
Jonathan initially seemed to be very awkward and shy, but not hostile. He did not appear willing to work with the therapist, but with some persistence began to talk about his feelings surrounding his sport. After a basis of trust was established, Jonathan proved willing to work with the therapist, and no difficulties were experienced with transitions between the easy and more complex work assignments during the sessions.
Jonathan's parents proved conscientious regarding Jonathan's home exercises, and the boy seemed well prepared when he arrived for sessions. The teacher and school counselor also reported that the problematic behavior no longer seemed to be prevalent during class time. Jonathan better understood the tasks to be completed, and was willing to work with the teacher and his classmates during school hours.
In academic terms, his reading...
For this reason, it is critical to ascertain the causes of word reading difficulties in order to identify these problems and provide appropriate instruction as early as possible. (Allor, 2002, p. 47) Spear-Swerling & Sternberg note that the fundamental reason that children need to be screened for difficulties in pre-reading skills is that once the child is supposed to, by grade level be able to perform certain tasks it may
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Working with the individual child in my case study was definitely enlightening in terms of understanding the struggling reader more generally. I think probably the most salient fact I learned about Jake -- the one which really occasioned the most generalized breakthrough in terms of my own understanding about this sort of educational difficulty -- was to observe specifically and intimately the differences in Jake's experience. Vlach and Bursie (2010)
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