Here is the case of Gabby, who is resuming her second year (and who should be in 3rd year). Evaluation was made in December of the current year. Reason for assessment Gabby, who is resuming her second year, was referred due to her general academic difficulties in reading, writing and mathematics. She also has anxiety and attentive. A psycho-educational assessment was deemed necessary to ensure that the Gabby's academic programming meets her needs well. This assessment was recommended by the speech therapist in 201.....

Summary of information reported by Mrs. X., homeroom teacher Gabby is a student in class 2 e year, she has been attending school Somewhere since kindergarten. According to Ms. X, Gabby sometimes doesn't seem to remember the next day what she knew the day before. Read (decoding and comprehension) and in mathematics, it would be below average even considering that she resumes the 2nd year). His written production is also very weak. She misses a lot of trust in her. Consequently, she still lacks a lot of autonomy and often abandons the task. On the other hand, this year, she tries much more to work in a group. She likes to draw.

Speech therapy (previous report): Gabby was assessed at the end of the previous school year by Ms. Y., speech therapist, and S. Z. (speech therapy student). This assessment demonstrated that Gabby's oral language skills (receptive and expressive), despite minor articulation errors and normal for his age, were average in English, her dominant language, but that she had weaknesses in French vocabulary, probably due to lack of exposure to his second language. However, they have noted difficulties with working memory (repeating information) and that Gabby had difficulty reading simple syllables in French.

A psycho-educational assessment had been recommended as it had been noticed that she had difficulties with attention and possibly with working memory. The evaluation also demonstrated that Gabby needs to improve her phonological awareness and decoding. She didn't have a very extensive vocabulary in French and made oral errors of gender agreements and difficulties with the merger.

Behavior Under Assessment and Consideration of Validity Gabby was rather reserved at first and time was spent simply developing a rapport before starting the assessment. Although generally cooperative, Gabby tends to avoid the task and is unwilling to try or complete items that seem difficult to her. The WISC-V exam was conducted in English, Gabby's dominant language. The results of this evaluation are considered representative of what Gabby is capable of producing. Gabby is right-handed

At the reading level, Gabby achieved average results in the strictly decoding tasks. phonetics (Decoding of pseudo-words). On the other hand, she experiences a little more difficulty in terms of global word recognition (it guesses rather than decoding). In terms of the understanding, Gabby had difficulty understanding the texts at her level and we had to administer the texts corresponding to the 1st year. Gabby was sometimes able to extract properly information, but sometimes she responded based on her own experiences. She also often had difficulty making inferences, since she did not understand many words in the texts. Gabby had great difficulty with one of the two Math component subtests. To Operations, Gabby was able to perform mathematical operations at about her level. However, she did not want to venture into solving problems that seemed more difficult to her. HAS also note that she reverses the number 5 again. On the Reasoning test, Gabby experienced difficulty extracting information and interpreting it using graphs, but above all, it is not able to solve problems presented only verbally.

In the Written Expression subtest, confronted with a task in which it was necessary to correctly structure sentences, she didn't want to try and said she couldn't do it. In the subtest Spelling, mistakes made in dictation indicate both phonetic problems (sounds missing and bad phonetic matches) and lexical (incorrect spelling). She refused sometimes trying to write the word if she didn't know it. Note that Gabby could not write her Last name. When asked to write the entire alphabet in lowercase letters, he lacked several letters and some were not in the correct order. His oral comprehension was in the low average, indicating that she is able to understand information in French with cues contextual but that her French vocabulary is a little weak, which is not surprising for a student Anglo-dominant

The KeyMath 3 test was administered to verify mastery of fundamental aspects of the math. Content is measured by component, i.e.: Concepts: measures the child's understanding of the basic procedures underlying the skills required for mathematical operations (numeration, algebra, geometry, measurement, data analysis from diagram and graphical representations) Operations: measure mastery of mental and written calculation of basic operations, Applications: measures the ability to apply knowledge and operations to solve problems. problems Gabrielle has general weaknesses with respect to all mathematical concepts, except algebra and measurement. She doesn't have a good sense of numbers. Language problems contribute undoubtedly to these difficulties, given that verbal comprehension of the problems is difficult for she. His mastery of operations is particularly weak. SUMMARY AND CLINICAL IMPRINT Gabrielle is a girl of 2 e year 8 years old, with learning difficulties, attention and language. She is resuming her second year due to general academic difficulties. Gabby was already been evaluated in speech therapy. Gabby's overall intellectual abilities are estimated to be mid-low to mid-range: The scale measuring Verbal comprehension is located in the low average, as is the scale of working memory. Verbal comprehension is also involved in mathematical reasoning problems and in the interpretation of oral discourse. Gabby was able to concentrate sufficiently for the simple visual processing tasks, at least under the optimal conditions of the exam, however, she had difficulty with the retention of visual information in the short term, which which is consistent with students with learning difficulties. Academically, although the scores are average for the phonetic decoding of reading on the WIAT-II, it is important to note that Gabby's reading is not fluent, she makes many more errors in reading and in writing than expected at her level and that her comprehension of texts is poor, especially since she is repeating her second year. Their performance in mathematics (operations and problem solving) is generally well below the expected level. Gabby has attentional challenges that affect her learning: A diagnosis of Specific Learning Disorder can be concluded in the areas of reading, writing and mathematics

7. You have in your hands the psycho-educational report of Gabby, 2nd year. Identify a learning strategy that you would use to help him in the area of written production (specify whether your strategy is in the area of spelling or grammar). Your strategy must be appropriate to the situation AND to the the age of the student.