Name Alice

Class of 2005

Date of Evaluation October 2002

Grade at Evaluation: 10

Diagnosis: Mixed Receptive-Expressive Language Disorder

Accommodations: Extended time

STUDENT PROFILE

Strengths                                                     Weaknesses/Possible Difficulties in the Classroom

Attention	Language
Motivation	-receptive and expressive processing
Perseverance	-word retrieval and retrieval of previously learned information
Memory	Higher order skills:
-short-term and active working memory	-making inferences
Visual-motor integration	-interpreting sequential relationships
Understanding figurative language	-use of syntax and word choice
Math skills	Reading:
Reading:	-oral reading comprehension
-sight word recognition	-silent reading comprehension
-silent reading comprehension	timed
for short untimed passages	Slow processing of language
	Math -automaticity for number facts due to retrieval difficulties
	Self-esteem

 

Recommendations

Classroom:

1. It is essential for Alice to continue to receive extended time on all tests due to her retrieval difficulties, and slow processing of receptive and expressive language.

2. Alice requires a few minutes of extra thinking time before she can formulate an answer to a question.  She would benefit from being cued on what kind of answer will be expected of her during lectures or class discussions.

3. Alice should be encouraged to place small post-its on her text reading as well as on her notes when she sees connections between what she reads or when she needs to clarify her understanding.

4.Two column note taking would help Alice summarize information, reflect on it later, and be useful to help her study for tests.

5. When possible, it would benefit Alice to preview material before she is exposed to it in class.

Outside School

Alice should receive tutoring from a Learning Specialist specifically trained to teach language skills within the framework of Alice's current curriculum.