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Sped 432 Readinglaassessmentsinterventions
Sped 432 Readinglaassessmentsinterventions
Sped 432 Readinglaassessmentsinterventions
Information, Assessments and Interventions (including HLPs) for Students with Disabilities
What are the areas in which persons can have a Specific Learning Disability?
2. writing expression
3. mathematics calculation
4. listening comprehension
6. oral expression
7. reading comprehension
Identify and explain the two methods for identifying students with learning disabilities.
Comprehensive evaluation-give a test in all areas to see their ability level and then they are
given an intellectual test. If they have an overall discrepancy in their intellectual and their ability
to do a specific subject, they can be suggested to get some help to get them to succeed.
RTI- response to intervention- all students are considered at risk and depending on how they
response they are given intervention. If students are significantly behind, they will be chosen to
work on the tiers for RTI to see if they can improve or not.
What are some important things to remember when working with families of students with learning
disabilities?
That we need to listen to the parents because they can be scared and/or have a good idea what
they need to do to help their child succeed.
We also need to work with them to help them to understand what their children are struggling
with, without making their child sound like they need help.
To stay calm.
What are some important things to remember about social, emotional, and behavioral challenges?
That some children might not understand that they are struggling with one or more of these
things.
They need a lot of reinforcement and repetition to help them to understand what the problem
could be.
What are some important things to remember about young children with disabilities?
What are some important things to remember about adolescents and adults with learning disabilities?
Simulation
Small group instruction
EFL assessment
EFL assessment: Assessment of speaking and ... - springer. (n.d.). Retrieved December 13, 2021,
from https://link.springer.com/chapter/10.1007/978-3-319-32601-6_9.
Playing games
o Simon says
o Telephone game
o Thumbs up, thumbs down
Teach whole body listening
Create hand signals
Speaking in rhyme
Nearpod
plickers
kahoot
Socratic
verso
quiz socket
poll everywhere
mentimeter
quizziz
Reading Difficulties
Early intervention is critical- almost 20% of children encounter reading problems in the first 3
years of school.
74% of children who are unsuccessful in reading in 3 rd grade are still unsuccessful in 9th grade.
Opportunities to graduate and see employment can be limited.
Phonic awareness-sensitivity to the sounds of words and language.
Phonics- linking sounds to printed letters
Fluency- reading text effortlessly and smoothly
Vocabulary- knowledge of words in reading
Text comprehension- gathering meaning from the printed page
Repeated reading
Read-along method
Paired reading
Echo reading
Reading aloud to other audiences
Build vocab
Audio books
Spell check
Online reading activities
Written expression
Spelling
Handwriting
Children who use invented spelling in primary grades spell as well or better than children who
were not given this instruction.
Children who use incented spelling write more.
The beginning writers’ attempt to write words in their own unconventional way.
Written conversations
Personal journals
Patterned writing
Graphic organizers
Drawing pictures
Manuscript writing
Cursive writing
Keyboarding or typing
Comprehensive assessment
ASHA. (n.d.). Written language disorders. Assessment. Retrieved December 13, 2021, from
https://www2.asha.org/PRPSpecificTopic.aspx?folderid=8589942549§ion=Assessment.
I will have my students fill out a journal at the beginning of writing class. I think by having them
fill out a journal, they will continue writing and have the ability to free write. I will not judge
anything that a student may write, they will have a chance to write whatever they would like
(unless there is an assigned topic).
Some important resources are:
Text-based intervention
Language therapy
Language learning facilitation
Mathematics Difficulties
Mathematics calculation
Mathematics problem solving
Math difficulties continue throughout school
Almost one half of the students identified with sever math difficulties in 4 th grade still have
problems 3 years later.
Many problems continue into adulthood
Motor problems-difficulty in writing numbers
Attention problem-poor attention during math instruction
Memory and retrieval-cannot remember math facts, sequence of steps
Visual-spatial processing-loses place on a worksheet difficulty aligning numbers
Auditory processing-remembering math facts, trouble “counting-on”
Spatial relations-play with blocks, puzzles, models. Concepts such as over, under
Visual-motor perception- recognizing shapes. Counting objects by touching them.
Concepts of time, direction- Finding their way to a friend’s house. Estimating a minute, an hour.
Use competition carefully.
Provide practice with similar tests.
Use clear instructions.
Avoid unnecessary time pressure.
Remove pressure from test-taking situations.
Children construct their own solution to the math problem.
Draw a picture of the math problem.
Explain how they found the solution.
BrainPOP Jr.
Moose Math
Prodigy
IXL
Kahn Academy