• • She would leave out silent letters (i.e. instead of "ous" endings, she would write "us").
  • If she wasn't able to recall a word from her memory, she relied only on her phonetics for spelling (wrote payn for pain and laf for laugh).
  • She left out punctuation and often didn't capitalize her sentences.
  • Her writing included a number of run on sentences.
  • There were letter reversals and she only caught them when she read over her work, not when she looked over her work (she said this weakness has been drilled into her head so she is very aware of it).

Math skills:

• Samantha had difficulty with multi-step calculations.
• She found it very hard to find information on a graph or a chart.
• She struggled with operations when they involved more than two digits that required columns (long division, multiplication).

Overall conclusions:

Samantha appears to have some visual learning disabilities that affect her reading, writing, spelling and math. Her strong verbal skills and good memory have helped her cope with her weaknesses and have allowed her to develop good comprehension skills when information is given to her orally.

To determine whether Samantha would benefit from assistive technology to ensure smooth transition to her end goal the SETT framework was used

Samantha exhibits visual processing challenges. She appears to learn best with auditory information. She will find however that her training as an ECE teacher will require that a lot of information be obtained from textbooks and research articles.