EXPLANATION
Susanna, a 13-year-old student in Grade 7, was assessed and found to have
average capabilities for academic learning. However, there are specific areas
where she needs additional support.
In terms of her intellectual performance, the Wechsler Intelligence Scale for
Children-IV (WISC-IV) showed that most of her scores were within the
average range, except for Working Memory, which fell into the low average
range. This means that overall, her learning abilities are average, but she
may struggle with activities that require short-term memory.
Here are her scores:
Verbal Comprehension: 108
Perceptual Reasoning: 98
Working Memory: 75
Processing Speed: 95
Full Scale: 94
Regarding her academic performance, the Peabody Individual Achievement
Test-Revised/Normative Update (PIAT–R/NU) administered by Mr. Ross
revealed that Susanna demonstrates average performance in Mathematics,
Reading Comprehension, and General Information. However, her scores in
Reading Recognition and Spelling were in the low average range.
Her academic performance scores are:
General Information: 98
Reading Recognition: 82
Reading Comprehension: 88
Mathematics: 101
Spelling: 72
TOTAL TEST: 84
In conclusion, Susanna is capable of academic learning but needs additional
support in areas such as short-term memory, Reading Recognition, and
Spelling to further enhance her learning.
Susanna was given another test to see how well she remembers things.
Here's what it showed:
Remembering for a long time: She has some trouble remembering
things she learned a while ago.
Remembering for a short time: She also struggles to remember
things right after she learns them.
Her teachers noticed the same thing. They said she understands what she
learns but has a hard time remembering the facts.
Even though Susanna is trying to learn ways to remember things better,
she's not quite there yet.
This means Susanna has a learning disability related to memory. She needs
extra help learning how to remember things so she can keep up with her
schoolwork.
*The PIAT-R/NU is a test that checks how well a student is doing in school
subjects like math, reading, and spelling. It compares the student's
performance to other kids their age, and a score of 100 is considered
average. Scores between 85 and 115 are also considered good.
*Imagine a test that looks at how a student's brain works and how they learn
things. This test is called the Woodcock-Johnson Tests.
It checks things like:
Memory: How well they remember things.
Speed: How quickly they can process information.
Attention: How well they can focus and pay attention.
This test is really helpful because it tells us how a student learns best.
Knowing this can help teachers give them the right kind of support and make
sure they understand what they're learning. It's like having a map of their
brain.
*Imagine you're Susanna's teacher. You want to make sure she's reading
books that are just right for her, so she can learn and enjoy reading. It's like
finding the perfect pair of shoes - too big, and they'll be too hard to walk in,
too small, and they'll be uncomfortable.
That's why teachers have to carefully pick books for students who need extra
help. They want to make sure the books are challenging enough to help them
grow, but not so hard that they get frustrated.
*Demetrius is a student who is being tested on his basic addition facts. He
needs to solve 20 simple addition problems (like 1+1, 4+3, 8+5) in just 2
minutes. To pass, he needs to get at least 18 of them right.
Demetrius only got 13 problems right in the 2 minutes. This means he didn't
pass the test. He needs more practice with his basic addition facts.
*The cloze procedure is a way to check if a book is at the right reading level
for a student. The teacher takes a part of the book and replaces some of the
words with blank spaces. The student then reads the passage and tries to
guess the missing words. If the student gets a good amount of the words
right, it means the book is at their reading level.
*There are three reading levels that help teachers determine how well a
student can read a book:
Independent Level: The student can read easily with little to no help
and understands everything.
Instructional Level: The student can read with some help from the
teacher and understands most of what they read.
Frustration Level: The book is too hard for the student, and they
struggle to read and understand it.
*The Analytical Reading Inventory (ARI), Classroom Reading Inventory (CRI),
and Ekwall/Shanker Reading Inventory are all tools that teachers use to
figure out how well a student can read.
ARI (Analytical Reading Inventory): This test helps teachers
understand a student's reading level and how they understand what
they read. It's like a puzzle that helps teachers see how the student
puts together the pieces of reading.
CRI (Classroom Reading Inventory): This test is a quick and easy
way to see how well a student can read words and understand short
passages. It's like a quick check-up to see if the student is ready for a
certain reading level.
Ekwall/Shanker Reading Inventory: This test is a more
comprehensive tool that looks at many different aspects of reading,
including how well a student understands words, sounds, and how to
read fluently. It's like a detailed report card for reading skills.
These tests help teachers choose the right books and materials for each
student, so they can learn and grow as readers
