Learning Disabilities and Tutoring StrategiesChristine Scheets and Kaitlyn O’Connell

By PresenterMedia.com

• If you see that a student is struggling with the same concept over and over, please let Accelerate know.

• Here’s an example of a math disability scenario…

•Learning DisabilitiesWe are not asking you to be a licensed psychologist by diagnosing them, but if you see something, please let someone know.

• Take one minute to do the activity on the next slide and in your packet…. only ONE minute!!

•Learning DisabilitiesStudents with processing disorders and ADHD typically have problems with math due to the processing portion of the tasks required by math. Unfortunately, some athletes get passed through school until college, where they are then required to understand everything. This causes gaps in knowledge and for them to be able to learn the necessary skills to be successful (i.e., times tables).

•Learning Disabilities

• The answers were: 63, 98, and 93.

•Learning DisabilitiesThis activity is what students with processing disorders have issues with every time they see math. They will deflect and want to talk about anything and everything except for math.

If you notice a similar issue, please tell someone in Accelerate. If they do have an issue that gives them accommodations, they may qualify for the CEA version of math. The CEA version of math is all pencil and paper with nothing on the computer.

• Below is information that may be useful as it relates to reading comprehension…

•Reading ComprehensionIf a student cannot read a textbook (literally cannot comprehend anything at all), please let Christine know. If they do have a reading disability, they typically have failed the first or second grade.

•Reading ComprehensionTake ONE minute to decode as much as you can, using only the key provided…

•Reading ComprehensionHere is what the decoding should look like:

• These are the types of things our students with reading disabilities face when they attempt to read. They struggle when classmates are done reading , and they barely have been able to start. There is an accommodation for some of our students where their books can be loaded into an app that shows them the text, while reading aloud. If they indicate they have this, you may find it useful to use the app during your sessions.

• If they cannot read, they will try to fake it so people do not know, deflecting to other activities.

• Sometimes, it helps a student to listen and follow along at the same time to comprehend the material.

•Reading ComprehensionSome information about our students…

• We do not want the student-athletes to just read for an hour long tutoring session with no student-tutor interaction.

• You can use text-coding for when the students need to read. This will help them think about the text while reading it to have the student better understand the material.

• Look in your packet for more information on how text-coding works when reading.

•Reading ComprehensionStrategies to help with reading comprehension…

• With the Common Core now in schools, there are gaps in knowledge, which text-coding helps the students to read and comprehend while going through the text.

• Christine has used a text coding system on the first two paragraphs.• “Read alouds” allow someone to read aloud while the other person

listens to the reader’s thoughts. This is so a student understands what goes on inside a good reader’s head while reading.

• If you notice a student has been highlighting when you are going through text, ask him/her why he/she is highlighting those passages. You want him/her to be able to justify what they are marking… many of our students will just make it “pretty.”

•Reading ComprehensionInformation about the article…

•Reading ComprehensionHere is the text coding bookmark we use…

Now we will use the text coding symbols to code an article… Read aloud the first 2

paragraphs, taking into account Christine’s comments. Then go through the article, marking up the article using the text coding symbols.

•Bloom’s TaxonomyWe are not expecting you to use this in tutoring sessions, but this will help create a higher level of thinking in some students, helping them become experts in the material.

Evaluation

Synthesis

Analysis

Application

Understanding

Knowledge

•Bloom’s Taxonomy

• EVALUATION = appraise, argue, assess, attach, choose, compare, defend, estimate, judge, justify, rate, recommend, select, support, value, evaluate

• SYNTHESIS = arrange, assemble, collect, compose, construct, create, design, develop, formulate, hypothesize, invent, monitor, organize, plan, prepare, propose, setup, test

• ANALYSIS = analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, integrate, outline, question, separate, test

• APPLICATION = apply, choose, construct, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

• UNDERSTANDING = clarify, classify, describe, discuss, explain, express, identify, illustrate, indicate, locate, paraphrase, recognize, report, restate, review, select, summarize, translate

• KNOWLEDGE = arrange, define, duplicate, identify, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, retrieve, state, write.

Evaluation

Synthesis

Analysis

Application

Understanding

Knowledge

• VOCABULARY WORD MAP• Have them take a few minutes to sketch out what you are discussing

to visualize a word. This will help our students remember vocabulary words better.

• Most of our students are visual learners and will remember information much better by sketching out the content.

• A-Z INFORMATION• Write A-Z somewhere and have the student list everything they know

about the content, using the letters.• 3-MINUTE PAUSE

• This will help students figure out what’s going on, while giving them a short break from the session.

•Extra Resource PacketWe are not asking you to give these tools to the students or reproduce for distribution, but to rather use as an extra tool in sessions.

What are some VICTORIES and

CHALLENGES you have been having in your tutoring sessions?

QUESTIONS?