Ben’s Journey – Part 3

Discover how DAS supports struggling learners like Ben, who may not have a dyslexia diagnosis but face unique learning challenges. With programmes and a commitment to helping every learner thrive, DAS is transforming the way we understand and support students who learn differently.

 

Ben’s Journey—Pt3

A Case Study of a Struggling Learner*

A child who learns differently

Recommendations from the Assessment Report

Ben’s assessment offered a detailed roadmap illuminating his learning strengths and areas that warrant focused support. This comprehensive evaluation not only assists educators in tailoring instruction but also empowers parents with effective strategies to nurture Ben’s ongoing learning journey.

Reasons for Ben’s Assessment

Driven by her own experiences with dyslexia, Ben’s mother, recognising similarities between her challenges and her son’s, helped her to seek out an assessment at DAS to understand and addressing her son’s learning needs.

Teacher Feedback

While Ben’s academic performance in a classroom of 30 students appeared average, his teacher had concerns regarding his literacy and reading skills.  Instances of omissions, mispronunciations, or substitutions in words, coupled with persistent letter and number reversals, raised warning flags about his learning.  Though Ben demonstrated proficiency in writing, his lack of enjoyment in completing this task and the occasional difficulty in following instructions were evident.

Assessment Recommendations

The assessment report meticulously outlined tailored interventions to enhance Ben’s literacy skills.

Recommendations spanned various areas:

  • Learning Environment: Placing Ben closer to the whiteboard would improve visibility of classroom instructions and prolonged availability of these instructions would help Ben’s understanding of what was required of him in the classroom.
  • Extra Time: Time extensions to complete his work and leniency in minor spelling errors in his written work over addressing more important fundamental areas.
  • Multisensory Instruction: Multisensory approaches, amalgamating visual and verbal cues, were emphasised for comprehensive understanding.
  • Instructional Design: Clarity in handouts, concise instruction lists, and regular progress checks—circling back to check on his progress regularly in the classroom were suggested to aid Ben’s learning journey.

Implementing Literacy Strategies

Amid these recommendations, specific literacy strategies were highlighted. These included introducing Ben to diverse texts to foster interest in reading, employing engaging learning techniques, facilitating methods to address written reversals, and providing guidance on spelling and constructing sentences. The report also underscored the potential alignment of Ben’s learning needs with the DAS Main Literacy Programme, founded on the Orton-Gillingham principles, as an ideal platform to execute these strategies effectively.

Reinforcing Multisensory Methods

Utilising Orton-Gillingham’s multisensory methods, educators and parents can engage Ben in activities incorporating multiple senses. For instance, tactile letter formation, verbal sound recognition, and kinesthetic learning approaches enable Ben to grasp literacy concepts effectively. Parents can continue these activities at home by incorporating multisensory elements into everyday learning, nurturing Ben’s literacy skills through engaging and interactive methods.

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16 November 2023