Assessment results (to access full details refer to Module 3)

Summary of expressive writing:

• Tom had frequent and inconsistent spelling errors.
• Tom used poor grammar, mixed verbal tenses, and used fragmented and run on sentences.
• He used limited vocabulary when writing, most likely due to poor spelling because his verbal vocabulary is strong.
• He had difficulty organizing thoughts in his writing. He just put down the thoughts as they occurred.

Reading and comprehension:

• Tom struggled with oral reading when confronted with new words or multi-syllabic words - poor word attack problem skills (could not sound out the word and missed parts of the word).
• While reading orally, he was faced with a number of words he was unable to pronounce and his comprehension declined, as compared to when he was able to read silently.
• His verbal expression of his understanding of the passage was stronger than his written expression.

Auditory versus visual:

• Tom's score was much higher when he was asked to circle the word that was different versus having to hear the different word.

Math skills:

• Overall, Tom's math skills appeared to be fairly strong.
• He tended to rush through and thus made careless mistakes.
• He did not see his mistakes and often it was a result of recording the numbers incorrectly (i.e. 256 he would write 265).
• His poor writing also created errors since he was unable to read his work and had difficulty keeping the column of numbers straight - this was problematic when he had to do 3 digit calculations (+, -).