Jemma, a fourth-grade student, has been diagnosed with a learning disability that impacts her reading comprehension, math computation, and word problem-solving abilities. Additionally, Jemma displays behavioral deficits, including talking and disrupting classmates and not completing classwork. To help Jemma overcome these challenges, this essay will describe one assessment for each area of deficit and one evidence-based strategy for each area, followed by a discussion of how to evaluate the effectiveness of the strategies.
Assessment
An observational research test is one method that can be utilized to evaluate Jemma’s level of reading comprehension. Observation research is a legitimate and reliable method for evaluating pupils who have learning difficulties, according to McKenna, Shin, and Ciullo (2015). When evaluating a student’s reading habits, such as engagement, accuracy, fluency, and comprehension, the researchers recommend employing a structured observation methodology. This procedure entails keeping watch and making notes regardless of whether the learner reads aloud or in private (McKenna et al., 2015). The observer can record the student’s reading and interaction with the text and any comprehension tactics the student employs while reading the content.
Jemma’s ability to solve word problems and perform mathematical computations can be evaluated with the help of a computation competency exam. Diagnostic tests are recommended by Miller, Stringfellow, Kaffar, Ferreira, and Mancl (2011) to pinpoint problem areas and monitor improvement over time. A diagnostic test is an excellent option to evaluate Jemma’s proficiency in fundamental mathematical concepts like addition, subtraction, multiplication, and division (Miller et al., 2011). After Jemma’s weak spots in computation and word problem-solving have been isolated, targeted remediation can be administered to assist her in achieving her goals of becoming more proficient in these areas.
A behavioral observation evaluation is one method that can be used to evaluate Jemma’s behavioral difficulties. According to Chard, Ketterlin-Geller, Baker, and Apichatabutra (2009), behavioral observations can be used to evaluate students’ behaviors, including engagement, compliance, and disruptive behaviors. Behavioral observations can be used to evaluate students’ behaviors. The researchers recommend utilizing a structured observation technique to evaluate Jemma’s conduct throughout the class, which includes times when she talks, times when she interrupts her classmates, and times when she does not finish her classwork (Chard et al., 2009). As part of this process, you will need to watch Jemma while she is in class, make notes on her behavior, and take notes.
Evidence-based Strategies
To help Jemma improve her reading comprehension, an evidence-based strategy that can be used is the Guided Reading Approach. According to Schirmer and Schaffer (2010), the Guided Reading Approach is an evidence-based strategy that can be used to teach reading to struggle students, including those with hearing impairments and other disabilities. This approach involves providing students with guided reading instruction in small groups or individually (Schirmer et al., 2010). The instruction focuses on developing comprehension strategies, such as summarizing, predicting, and questioning. The teacher also provides feedback and support during the reading process.
To help Jemma improve her math computation and word problem-solving skills, an evidence-based strategy that can be used is the Repeated Reading Intervention. According to Chard et al. (2009), Repeated Reading Interventions involve providing students with repeated opportunities to practice a skill, such as addition or subtraction. The goal is to improve fluency and automaticity in math computation (Chard et al., 2009). Students can practice individually or in small groups, and the teacher provides feedback and support during the practice sessions.
To help Jemma improve her behavioral deficits, an evidence-based strategy that can be used is the RAP on Reading Comprehension. According to Hagaman, Luschen, and Reid (2010), the RAP strategy involves teaching students to read a passage, ask themselves questions about what they read, and then put the information together to answer the questions. This strategy can help Jemma improve her comprehension and focus during class (Hagaman et al., 2010). The teacher can model the strategy and provide feedback and support during practice sessions.
Evaluation of Effectiveness
To effectively evaluate the strategies used, the teacher must deeply understand the measures to use. For instance, the teacher must have extensive knowledge of progress monitoring tools such as running records and teacher-made comprehension assessments to track Jemma’s progress in reading comprehension. Running records effectively monitor Jemma’s progress since they provide a detailed analysis of the errors made during reading (Schirmer et al., 2010). On the other hand, teacher-made comprehension assessments provide a reliable measure of Jemma’s comprehension skills since they assess a wide range of skills, such as vocabulary, inferencing, and critical thinking skills.
For math computation, the teacher can use progress monitoring tools such as probes to measure Jemma’s accuracy and speed in solving basic math operations. Probes are useful in monitoring Jemma’s progress in math computation since they measure her fluency in math operations such as addition, subtraction, multiplication, and division. The teacher can quickly identify Jemma’s strengths and weaknesses by administering regular probes and adjusting the instruction accordingly.
Lastly, the teacher can use behavior rating scales or self-reporting measures to assess changes in Jemma’s behavior. Behavior rating scales are a reliable measure of Jemma’s behavior since they objectively measure the frequency and intensity of the behavior. On the other hand, self-reporting measures provide an opportunity for Jemma to reflect on her behavior and identify areas of improvement. Using these measures, the teacher can monitor Jemma’s behavior, provide feedback, and reinforce positive behaviors.
In conclusion, Jemma’s learning disabilities and behavioral deficits can be effectively addressed using evidence-based assessments and strategies. The Guided Reading Approach, Repeated Reading Intervention, and RAP on Reading Comprehension increase Jemma’s reading comprehension, math computation, and behavior. Running records, teacher-made understanding evaluations, inquiries, behavior rating scales, and self-reporting measures can help teachers examine these tactics. These tools let the teacher track Jemma’s development, identify areas for improvement, and alter instruction. The teacher can support Jemma’s learning and behavioral issues by using evidence-based interventions and monitoring her development.
References
Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75(3), 263-281.
Hagaman, J. L., Luschen, K., & Reid, R. (2010). The “RAP” on reading comprehension. Teaching exceptional children, 43(1), 22-29.
Mahdavi, J. N., & Tensfeldt, L. (2013). Untangling reading comprehension strategy instruction: Assisting struggling readers in the primary grades. Preventing school failure: Alternative education for children and youth, 57(2), 77-92.
McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning disability quarterly, 38(4), 195-207.
Miller, S. P., Stringfellow, J. L., Kaffar, B. J., Ferreira, D., & Mancl, D. B. (2011). Developing computation competence among students who struggle with mathematics. Teaching Exceptional Children, 44(2), 38-46.
Schirmer, B. R., & Schaffer, L. (2010). Guided reading approach: Teaching reading to students who are deaf and others who struggle. Teaching Exceptional Children, 42(5), 52-58.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational psychology, 91(4), 579.
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