Activity B (optional activity)

Case study

A case study helps tutors envision working with a learner.

Why choose this activity?

This activity allows tutors to explore a real tutoring situation through a case study. Tutors get to use what they already know and the information in the handouts and case study to think of appropriate lesson strategies.

The following information comes from Judith Anne Fowler’s 2003 book, Learning Disabilities Training: A New Approach. In it, she suggests some strategies that respond to the problems outlined in the case study about Tom (see Handout 10.12).

AREAS TO FOCUS ON AND SUGGESTED STRATEGIES – CASE STUDY

Reading:

• Work on vocabulary development by having Tom go through the text and identify unfamiliar words, break down the prefixes and/or suffixes and use the content of the text to help decode the words.
• Work on reading comprehension by building on his strength of predicting and teach him strategies to help increase his comprehension. Point out the difference in his comprehension when reading versus listening and discuss ways to help deal with this. Provide strategies for dealing with more advanced reading (textbooks) to help prepare for credit programs.

Expressive writing:

• Reinforce the writing process and provide editing strategies to help him recognize his errors. Encourage the use of a word processor for his writing assignments.
• To work on spelling, discuss his possible auditory disability and its impact on his spelling and find out what strategies he presently uses. Teach him the basic rules for spelling, develop a personal dictionary with rules and troublesome words, and work on chunking, word groups and syllables.

Math:

• Help Tom manage his errors by making him aware of them, and develop a checklist to “edit” his math work. Suggest that he utilize graph paper to help keep his work organized.
• Work on word problems by helping him highlight the key information in the problem. Encourage him to develop his own word problems from number statements, and teach problem-solving steps with an emphasis on checking his answers for errors.

Listening:

• Help Tom to recognize and be sensitive to his listening skills and the impact of the auditory disability.
• Develop some listening techniques to ensure that he hears all the information the practitioner gives him without asking the practitioner to repeat it frequently. This will build on his listening ability and decrease his tendency to interrupt. Encourage him to write down his thoughts before speaking and to pace himself.