You used to scrawl me achievement how to#
You used to scrawl me achievement software#

multiple choice, True / False, fill in the blank) to accommodate for slow writing fluency.

Use test formats with reduced written output formats (e.g.

You used to scrawl me achievement software#

Provide a scribe or voice-to-text software to record Glen’s answers on tests to accommodate for slow writing fluency.Replace timed tests with alternative assessment procedures.Emphasize accuracy rather than speed in evaluating Glen in all subject areas.Train Glen in time management techniques to become aware of the time that tasks take.Build Glen’s efficiency in completing work through building automaticity.Provide copies of notes rather than requiring Glen to copy from the board in a limited time.Shorten assignments so they can be accomplished within the time allotted.Allow extra time for tests, usually time and a half.make decisions when offered a choice of activities.Allow longer response time for Glen to:.As he advances in school, more assignments will expect exactly this ability to structure and express material on his own. As a result, problems with many steps or ones that require mid-process assessment and adjustments shake the self-confidence Glen has in more structured demands.

You used to scrawl me achievement how to#

Teaching Glen how to make information meaningful to him will facilitate his learning.Īnother element in Glen’s challenges is his relatively less developed executive functions of plan and initiate, -the ability to start, plan, assess and adjust his actions and thinking. In other words, while his basic memory function is fine, his difficulty categorizing verbal and visual information places undue stress upon it. As a result, his good memory skills quickly become overwhelmed, and multi-step problems become taxing for him. Because he does not easily organize ideas into related–thus memorable–chunks, the quantity of information Glen can store actively in mind while working on other steps in a complex task is limited. In addition to limiting him in open-ended, abstract work, Glen’s organizational difficulty also restricts his good working memory for concrete material. Posing questions, researching answers, organizing information, and expressing ideas clearly are higher order thinking skills that depend on the ability to use language to analyze, compare, judge, and connect ideas. Building language organization skills (the ability to mental manipulate ideas) will help him in projects that require him to structure the material independently. Glen’s weak Perceptual Organizational skills make short structured writing tasks much easier for him than open-ended assignments without structure. Generally writing skills are the greatest academic weakness in a child with this profile. Glen’s speed of processing is significantly lower than his verbal comprehension abilities, which cause him to need extended time in order to demonstrate his true abilities on any written assignment. The child has a good vocabulary and is able to answer questions verbally, but due to difficulties with fine motor skill (drawing/writing) it is very hard for him to write down his ideas. This is what I call the frustration profile. Glen’s cognitive and academic skills are inhibited by his weak organizational skills and slow processing speed. Glen demonstrated excellent Verbal Comprehension skills, while his Processing Speed Index and Perceptual Organization Indexes fell significantly below his other indexes. However, great variability exists within the tests.

Testing revealed that Glen’s overall intelligence and academic skills were in the Average range. Glen* is a third grader who was brought to testing to determine the best teaching style for him.