Journal article
Instructional Interventions Used to Facilitate the Learning Process of a Student with a Visual/Reading Learning Disability: A Case Study Approach
Reading improvement, Vol.33(1), pp.55-59
01 Apr 1996
Abstract
Teacher interventions used to circumvent the learning difficulties of a 5th-grade female with a visual/reading difficulty & compensations used by the student to adapt to a regular classroom are described. Although it was difficult to diagnose the S because she had developed very good compensatory strategies, she was eventually diagnosed with a visual disability that made it difficult for her to process & analyze words. In a pretest using the Sequential Mathematics Inventory (SAMI), it was found that the S was on grade level in all mathematical areas except for a dramatically low score in word problems & a lack of understanding in mathematical applications. Coaching sessions involving mathematical problem-solving were conducted over a period of weeks to raise her self-esteem. These involved repetition, illustration, & hands-on manipulation of numbers & constructing creative stories related to multiplication & division problems. After 10 such sessions, the S's SAMI scores improved dramatically, indicating that the coaching strategies were effective. 1 Reference. Adapted from the source document
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Details
- Title
- Instructional Interventions Used to Facilitate the Learning Process of a Student with a Visual/Reading Learning Disability: A Case Study Approach
- Creators
- Jacquelyne PetrucelliSheila Vaidya
- Publication Details
- Reading improvement, Vol.33(1), pp.55-59
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991021893694904721