2. Special learner Student E is on a Student Improvement Plan (SIP) for his articulation and reading difficulties. He is often discouraged from participating in activities where students read aloud or when working on writing in a group setting. The activity I decided to play with my learner was to help with reading aloud in a group setting. I used his spelling list so that he could look for awareness of print. This game also provides a chance for language evaluation and articulation for all students.

3. AROUND THE WORLD Students sit in a circle, and a starting person is selected. The starting person stands behind the student next to him or her. The teacher holds up a flash card. The student to say the answer first moves on to challenge the next student. If a sitting student says the answer first, the students switch places. This process continues until at least one student makes it completely around the circle. Materials: Flash cards; can be math, vocab, sight words, or spelling.

4. 2 Stars and 1 Wish This was a great activity and all of the students had a chance to participate. Student E felt included and since he recognized most of the words he was able to excel and move around the circle. I had the chance to observe all of the students’ articulation skills throughout this game. If you have the chance to play this game more often you can make several advanced sets of flash cards and create groups depending on reading abilities. I recorded my observation on a class list and played this game a couple times. 1 Wish: If I had the chance to do it again, I would have students play in smaller groups according to reading abilities. This way all students are challenged and can excel when reading out the cite words from differentiated spelling lists.

5. What is a language-based learning disability? What are some signs or symptoms of a language-based learning disability? “Language-based learning disabilities are problems with age- appropriate reading, spelling, and or writing. This disorder is not about how smart a person is. Most people diagnosed with learning disabilities have average to superior intelligence.” “Dyslexia is a term that has been used when referring to specific reading learning problems. The term “language-based learning disability” or just “learning disabilities” is better to use in this sense because of the relationship between spoken and written language. Many children with reading problems have spoken language problems too.” Continued on next slide

6. The Following is a list of difficulties (challenges, signs and symptoms) that students with language-based learning disabilities (could) have: Expressing ideas clearly, as if the words needed are on the tip of the tongue but won’t come out. What the child says can be vague or difficult to understanding (For example, using unspecific vocabulary, such as “thing” or “stuff” to replace words that he or she can’t remember). Use filler words like “um” used to take up time while the child tries to remember. Learning new vocabulary child hears or sees. Understanding questions and following directions that he or she has heard or read. Understanding and retaining the details of a story’s plot or classroom lecture. Reading and comprehending material. Learning words to songs and rhymes. Telling left from right, making it hard to read and write since both skills require this directionality. Letters and numbers. Learning the alphabet. Identifying the sounds that correspond to letters, making learning to read difficult. Mixing up the order of letters in words while writing. Mixing up the order of numbers that are a part of math calculations. Spelling. Memorizing the times tables. Telling time.

7. WHAT ELSE SHOULD I KNOW? You should know that speech and language treatment for a child with a reading problem target the specific aspects of reading and writing that the student is missing. Individualized programs always relate to the school work. The student is taught to apply newly learned strategies to classroom activities and assignments. SLP support will be giving to this learner.

8. HOW CAN I SUPPORT A STUDENT WHO HAS A LANGUAGE-BASED LEARNING DISABILITY IN MY CLASSROOM? Strategy 1: Intervention with spoken language (speaking and listening) can also be designed to support the development of written language. For example, reading a story to the student and then asking for answers to specific questions in the story. The student can give a verbal and then written summary of the story. Strategy 2: Articulation (pronunciation) needs are treated in a way to support written language. For example, reading from a list when practicing saying words helps to improve pronunciation.

9. Strategies for practicing reading and writing skills: Regular trips to the library and assistance picking out books at his or her reading level. A selection of online books, ‘Tumblebooks’ site has a huge selection of online books. Diary/journal keeping for composing and writing practices. IPad apps and books (accessible at school).

10. WHAT ELSE CAN I DO AS THE TEACHER? Teachers will consult and collaborate with SLP workers to develop useful strategies and techniques in the classroom. The SLP worker may want help the teacher modify how material is presented to accommodate the child’s comprehension needs. The SLP worker may want to demonstrate what planning strategies the student uses to organize and focus on written assignments.

11. WHY FOLLOW SPEECH-LANGUAGE PATHOLOGY INTERVENTION? American Speech (language) Hearing Association (ASHA) produced a treatment efficacy summary on child language disorders. Please review the attached PDF that describes the evidence about how well the treatment works-right click and scroll down to open Hyperlink or just click on PDF during the presentation. PDF This summary is useful for individuals with language learning disabilities, caregivers and teachers. The Speech Language Pathologist has suggested using Strategy 1; Intervention with spoken language (speaking and listening) as well as the ASHA. I plan to use this strategy based on the success stories, research and evidence.

12. Reflective Summary: Throughout this research I have found out that you cannot categorize language-based- learning disabilities under the umbrella as dyslexia, although you may find many of the learners’ difficulties are similar. I realized the importance of collaborating with a Speech Language Pathologist and I plan to work with her once a week with Student E throughout my final practicum. A teacher should be aware of the importance of this collaboration process. For example, now Student E can constantly work on classroom activities or assignments. The student will not feel comfortable or safe in the classroom if he or she has to leave constantly to get work done, or if the learner cannot understand the content being delivered. A teacher should understand how to accommodate the child’s comprehension needs. I did not get the chance to work with Student E as much as I wished because this student was away for six out of the ten days I taught. The goals for my student by the end of the year include: decoding skills, benchmark level 30 by June, and proper sentences that demonstrate a basic understanding of sentence structure and punctuation. My goal is to help her or him achieve these goals on the SIP by the end of this school year (May-June 2013). The next steps that I plan to take include: working and collaborating with the SLP worker, assisting Student E when picking out readings, setting up a reading group for Student E and others, and a step-by-step ticket book with the daily agenda (or post-its).

13. Works Cited Information on the Language-based Learning Disability http://www.asha.org/public/speech/disorders/lbld.htm Around the World and other classroom games for all grades http://www.teachhub.com/engaging-classroom-games-all-grades http://www.multiplication.com/teach/classroom-games#AroundWorld