I see three of my middle schoolers with learning disabilities in the resource room. These students are doing a lot of work in the literacy and narrative language domains. One of the students also has trouble with the /r/ sound. He is so tired of articulation therapy!!
I see all of these students at a horseshoe table in the resource room. Other students are often broken out into groups. I start with the student with the /r/ phoneme. I put the other on the “cause and effect” short stories. We’ve been spending a lot of time in this area. Reading comprehension and inference cause and effect has been challenging but he’s starting to get the hang of it. We will continue to work on reading comprehension and extracting information from texts to answer questions. He has almost mastered simple cause and effect questions so he’s doing that independently; simultaneously, I’m working on the /r/ with the other student. What I’m jazzed about is that since I’ve introduced the Amplio Learning Platform, the student who doesn’t like articulation has become more engaged! He loves to pick a scene of his interest from the articulation domain. He specifically chose the laboratory scene because he’s interested in science. His disposition is generally improved and I think it’s because he’s not bored with the same old activities he’s done throughout his entire school career.
After the other student finished the cause and effect activities and I check for progress/mastery, I begin working 1:1 with him on lengthier paragraphs and question answer. He needs some prompting to focus and slow down his reading so he can process the information.
Long live clownfish
Super sports
AND
Jo Bailey are three we tried today.
After I complete the session, I say goodbye and come back the following week to continue on my journey of helping these students to become good readers.
