Interventions:
Study Skills, Difficulty Passing a Test
When you see this behavior
Student says they “study” for the
test, however they consistently
need to retake tests
Student seems to understand the
material and the student workbook
is complete and accurate, however
they consistently need to retake
tests
Student is anxious during the test
and “freezes” or forgets
information they know
Study has not yet learned effective
study skills
Student and/or parent think the
student is doing “great” at school,
however this is not the case
Try this strategy
+ Have student describe how they study. Are they using effective
strategies, or just reading the material several times?
+ Has the student completed the student workbook accurately and
thoroughly? Make sure the student workbook is correct (not just the unit
review)
+ Have student identify the most difficult concepts and review the
concepts with the student
+ Teach student how to quiz themselves before they take the test
+ Ensure that student is spending enough time completing the work and
studying it (a minimum of 4-6 hours per day, five days per week)
+ Find out if the student is preferring to retake the test so they know
exactly what to study for the retake.
+ Allow the student extra time to complete the test (this might require
giving them an earlier appointment time)
+ Permit student to mark directly on test document
+ Provide a quiet area with limited distraction for student to test in
+ Permit student to take a break during the test (student needs to remain
supervised so they do not “cheat”)
+ If possible, have someone quiz the student before taking the test-tutor,
parent, other student, or SGI teacher
+ Test student orally-read questions aloud to student and permit them to
answer orally to you
+ Allow student to ask for test questions to be read aloud to them by a
staff member
+ Allow student to sit at a table on their own (with adult supervision) if they
feel more comfortable that way
+ Have student complete the Basic Study Skills class (5 units)
+ As student completes the units, make sure they are using the skills they
are taught.
+ As each unit is complete, review and discuss the unit with the student.
Find out what work strategies work best for them and make sure they
understand and know how to use all the strategies
+ When the student is working on other units, check that they are using
the new strategies and acknowledge them for doing so (give verbal praise
or give extra credit for outlining a chapter or making flashcards)
+ Frequently update parent on student performance and progress (minimum of
once a week)
+ Utilize student calendar
+ Teach student how to know what school week it is and how many units they
have turned it at all times
+ Use Exit Slips at each of the student’s appointments
+ Send home truancies as needed so that parent and student are aware of
performance
Difficulty with any task that
requires memory.
Difficulty with test taking.
Confusion from written material
(difficulty finding main idea from a
paragraph; attributes greater
importance to minor details)
Poorly developed study skills
+ Combine seeing, saying, writing and doing; student may need to
subvocalize to remember.
+ Teach memory techniques as a study strategy (e.g. mnemonics,
visualization, oral rehearsal, numerous repetitions, writing the information
down).
+ Allow extra time for testing; teach test-taking skills and strategies; and
allow student to be tested orally.
+ Use clear, readable and uncluttered test forms. Use test format that the
student is most comfortable with. Allow ample space for student response.
Consider having lined answer spaces for essay or short answer tests.
+ Teach student to ask questions when they do not understand test
directions, questions, and possible answers on multiple choice questions.
Encourage and thank them for asking questions to ensure they continue to
do so
+ Teach student test taking strategies-eliminating incorrect answers,
identifying key words, carefully reading directions, doing difficult items
first/last (depending on student’s preference)
+ Provide student with copy of reading material with main ideas underlined
or highlighted.
+ Provide an outline of important points from reading material.
+ Teach outlining, main-idea / details concepts.
+ Provide tape of text / chapter.
+ Teach study skills specific to the subject area - organization (e.g.
assignment calendar), textbook reading, notetaking (finding main idea /
detail, mapping, outlining), skimming, summarizing).