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LEARNING STRATEGIES AND RECOMMENDATIONS

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John R. Harvey, Ph.D.           CENTER FOR LEARNING ATTENTION & MEMORY   Jody Lapinski, M.S.  
Carl J. Schuster, Ph.D.                                     ALLIED SERVICES                             Heather Summa, M.S.
475 Morgan Highway, P.O. Box 1103 Scranton, PA  18501-1103
(570)348-1211 - FAX (570) 341-4564

LEARNING STRATEGIES AND RECOMMENDATIONS

NAME:    ______________________________    DATE:    ________________________

 

COGNITIVE STRENGTHS

COGNITIVE WEAKNESSES

 

 

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ACADEMIC STRENGTHS

 

ACADEMIC WEAKNESSES

 

 

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LEARNING:          Modalities             Auditory     Visual      Tactile     Kinesthetic     Language
STYLES
                             Temperament      Sensing/Intuition   Thinking/Feeling­   Judging/Perceiving   Extrovert/Introvert
 
DIAGNOSIS (ICD-9)
 
315.00 Reading Disorder                                                                          309.0   Adjustment Disorder with Depressed Mood
315.02 Dyslexia                                                                                       309.24 Adjustment Disorder with Anxious Mood
315.09 Spelling Disorder                                                                          309.28 Adjustment Disorder with Anxiety & Depression
315.1   Arithmetic Disorder                                                                     309.3 Adjustment Disorder  with Disturbance of Conduct
315.2   Other Specific Learning Difficulties                                                             309.4  Adjustment Disorder with Mixed Disturbance of 
                                                                                                                           Emotions & Conduct
314.00 Attention Deficit Disorder, Inattentive Type                                              313.0  Overanxious Disorder of Childhood &
                                                                                                                           Adolescence
314.01 Attention Deficit Disorder, Combined Type                                                300.02 Generalized Anxiety Disorder
314.01 Attention Deficit Disorder, Hyperactive-Impulsive Type                            300.4 Dysthymic Disorder
313.81 Oppositional Disorder                                                                  296.2  Major Depression
 
Other:        _______________________________________________________________________
 
IDEA AREAS OF DEFICIT:
Oral Expression                    Listening Comprehension      Basic Reading Skills        Reading Comprehension
Written Expression        Mathematic Calculation            Mathematic Reasoning
 
RECOMMENDED EDUCATIONAL AND THERAPEUTIC/SERVICES:
 
q       Regular classroom placement
q       Regular classroom placement with selective accommodations and adaptations
q       Optimal Student/Teacher match based on learning differences, learning style and teacher instructional style
q       Remedial Reading/Remedial Math
q       Small group instruction.
q       Full Inclusion with Selective Support Services and Adaptations
q       Resource Room
q       Part Time Learning Support Placement
q       Full Time Learning Support Placement for math, reading,                                                    
q       Specialized Day School/Private School Placement/dePaul School
q       Residential Program
q       Cognitive Remediation          Sessions
q       Individual Study Skills Training:  ____ Sessions
q       Counseling - Individual/Group/Family
q       Social skills training
q       Parent training in behavior management
q       Individual tutoring
q       Other                                                                                                                                                             
 
 
FURTHER EVALUATION:
q       Neurological                                
q       Medical                                         
q       Psychiatric                   
q       Hearing                                         
q       Speech & Language   
q       Vision Evaluation                        
q       Occupational Therapy               
q       Physical Therapy                        
q       Scotopic Sensitivity Screening/Diagnostic
q       Rehab Engineering/Assistive Technology
q       Functional Behavioral Evaluation
q       Follow Up Eval in          months
q       Psychoeducational Re-Evaluation in         years
PHYSIOLOGICAL INTERVENTIONS:
 
q       Medication:
q       Stimulant
q       Antidepressant
q       Antianxiety
q       Other:      __________________________________________________
q       Referral to Pediatrician/Family Doctor/Neurologist/Psychiatrist
q       Neurofeedback
 
READING:
 
ACCOMMODATIONS:
 
q       Reduce amount of reading required and calibrate time to that required of other students 
           reduce by  1/4   1/3   1/2  
q       Provide reading material geared to the student’s reading level, independent reading level at home,
    instructional level at school
q       Franklin Electronic Dictionary (MWD 1440RD)
q       View videos
q       Provide study guides or advance organizers at child’s reading level
q       Eliminate/reduce oral reading in the classroom
q       Copy of textbooks at home
q       Irlen overlays/lenses
q       Take frequent breaks while reading.
q       Other                                                                                                             
 
TECHNOLOGY:
 
AUDIO BOOKS:
q       Books on Tape/Books on Disc
                        Recording for the Blind and Dyslexic, 200 Roszel Road,Princeton, NJ   (800) 221-4792   www.rfbd.org
q       Talking Tapes
               (Textbooks on Tape 314-646-0500) 
q       Recorded Books
               (800) 638-1304     www.recordedbooks.com
 
DECODING AIDS:
 
q       Franklin Speaking Homework Wiz (KID-240RD
q       Franklin Speaking Language Master MWS-1840 Serko Talking Dictionary
q       Quicktionary Reading Pen II
               Wizcom Technologies, (888) 777-0552    www.wizcomtech.com
 
SCREEN READERS:
 
q       Cast eReader  donjohnston.com
q       Help Read (download from Internet)
 
OPTICAL CHARACTER RECOGNITION (OCR):
 
q       WYNN Text Reader 3.0
                Freedom Scientific (888) 223-3344   www.freedomscientific.com
q       L & H Kurzweil 3000 Computer Reader
           (800) 894-5374 - www.lhsl.com
 
REMEDIATION:
 
q       Lindamood Phoneme Sequencing Program (LiPS)
              Lindamood-Bell Learning Processes, 416 Higuera Street,San Luis Obispo, CA   93401   (800)  233-1819
q       Seeing Stars:  Symbol Imagery for Sight Words and Spelling
          Lindamood-Bell Learning Processes, 416 Higuera Street,San Luis Obispo, CA   93401   (800)  233-1819
q       Wilson Reading System (1-12, Ind./Grp.)         
              Wilson Language Training, 175 West Main Street, Milbury, MA   01527   (800)  899-8454   www.wilsonlanguage.com
q       Visualizing & Verbalizing for Language Comprehension and Thinking
              Lindamood-Bell, , 416 Higuera Street,San Luis Obispo, CA   93401   (800)  233-181
q       Work with list of common words
            Dolch 220, 300 Instant, 1000 Instant
q       Pattern Analysis – search for “little words in big words”
q       Other                                                                             
 
STRATEGIES:
 
q       Before-During-After:  Before-preview, predict, connected with prior knowledge, During-ask questions, Paraphrase, After-summarize, retell, story maps
q       K-W-L:   Know Already, Want to know, Learned
q       D-R-T-A:   Directed Reading & Thinking Activity
q       SQ3R:   Survey, Question, Read, Recite, Review
q       Visualizing & Verbalizing
                    Lindamood-Bell, , 416 Higuera Street,San Luis Obispo, CA   93401   (800)  233-1819
q       Semantic mapping/Story maps/Graphic organizers
q       Three Color Highlighting (main points, supporting details, terms) (markers, highlighting tape)
q       Prepare study guides
q       Summarize on tape, paraphrase, play back
q       Bookmarks and flags for important points
q       R A P (Read paragraph, Ask main ideas and details, Put in your own words)
q       Reciprocal Teaching
q       Summarize notes in margin, write summary at bottom of page
q       Cliffs Notes
q       Sparknotes.com
q       Schoolbytes.com
 
COMPUTER SOFTWARE:
 
q       Simon Sounds It Out
       donjohnston.com
q       Omti-Rogers CD-ROM  (4-12)
                Multisensory Reading, Spelling & Penmanship Program   (415)  623-2763
q       Ultra Phonics Tutor
                 Family Edition (Prolexia 1-888-776-5394)
q       Language Tune Up Kit at Home
                 JW Enterprises (614)761-2104 www.jwor.com
q       Earobics Auditory Development
1-888-328-8199        www.cogcon.com
Step 1 (4-7)   Step 2 (7-10)   Earobics 1 (10+)
q       Simon Spells
       donjohnston.com
 
 
WRITING:
 
ACCOMMODATIONS:
        
q       Reduce spelling list by    1/4      1/3     1/2
q       Reduce number of sentences or length of composition and calibrate time required
to that of other students - reduce by   1/4      1/3     1/2    
q       Alternative assessments including projects, oral report or demonstration
q       Have grades reflect idea development as well as organization and mechanics
q       No deductions for handwriting and spelling errors
q       Allow tape recorded reports or homework
q       Word processing for homework or assignments
q       Scribe (parent or resource teacher transcribes story)
q       Proofreader for content/organization/mechanics
q       Hand held spell checker (Speaking Homework Wiz, Speaking Language Master,
Webster Spelling (Corrector Plus)
q       Word Finder   donjohnston.com
q       Tape recorder/micro-cassette/dictaphone
q       Allow to print rather than write cursive
q       Use pencil grip
q       Allow student to copy notes from another student instead of off the board
q       Student note taker
q       Xerox copy of teachers notes
q       Tape recorder with counter
q       Allow extra time to copy notes and to perform written class work.
q       Alpha Smart 3000 Keyboard
q       Quicklink Pen Wizcom Technologies
q       Laptop Computer
 
TECHNOLOGY:
 
q       textHELP
www.texthelp.com (888) 333.9907
q       Type & talk 4.0 (7-11)
q       Read & Write 5.0 (11+)  
q       Write: Outloud (1-12) 
donjohnston.com  (800) 999-4660
q       Draft Builder (3-12)
donjohnston.com  (800) 999-4660
q       Co:Writer 4000 (3-12)
donjohnston.com  (800) 999-4660
q       Speech to Text
q       Dragon Naturally Speaking
q       Via Voice
q       Voice Express
 
STRATEGIES:
 
q       Writing Process Organizer
     Audience, Type, Ideas, Gather Information, Organize, Compose, Edit, Proofread
q       Story Grammar Strategy - Who, When, Where, What = 2, How = 2
q       Essays with TREE:  Topic Sentence, Reasons, Examine Reasons, Ending
q       Essays with PLAN and WRITE:  Prompt, List, Add Details, Number Points;
     Work from plan, Remember goals, Indicate transitions, Try different sentences
q       Essays with STOP and DARE:  Suspend judgment, Take a side, Organize ideas, Plan;
     Develop topics, Add items, Reject arguments, End
q       Story writing with C-SPACED:  Characters, Setting, Purpose, Action, Conclusion, Emotions, Detail
q       Revising sentences with SCAN-M:  Sense, Connected, Add more?, Note errors, Make changes
q       Semantic Mapping/Writing Webs/Concept Map
q       Outlining
q       Journal Writing
q       Creative Writing
q       COPS for Proofreading
           Capitalization, Organization, Punctuation, Spelling
q       Inspiration (Visual Organizing Software)
           donjohnston.com
q       Kidspiration
      donjohnson.com
 
MATH:
 
ACCOMMODATIONS:
 
q       Reduce number of problems and calibrate time required to that of other students
           Reduce by 1/4, 1/3, 1/2
q       Provide sample solution at top of page
q       Work with one math function/calculation at a time
q       Times table for reference
q       Calculator
 
REMEDIATION:
 
q       Semple Math Program (1-5)
              Stevenson Learning Skills, 8 Commonwealth Avenue, Attleboro, MA   02703   (800)  343-1211
q       Saxon Math (K-12)
           Saxon Publisher, (800) 284-7019, www.saxonpub.com
q       Mathline Manipulative (K-4)
           Howbrite (320)286-2597
q       Times Tables the Fun Way
          City Creek Press (800) 585-6059           
q       Addition the Fun Way
    City Creek Press (800) 585-6059
q       Big Calc Talking Calculator
     donjohnston.com (800) 999-4660
q       Algebra for LD Students
               Boreson & Associates   (610)  398-6908
q       Other                                                                                                             
 
COMPUTATION STRATEGIES:
 
q       Circle the math signs and/or color code math signs
q       Use graph paper to keep columns aligned or turn lined paper sideways
q       Teach estimating skills
q       Double check all calculations
q       Write down and explain each math step
q       Develop checklist for multi-step problems.
q       Talk self through multi-step problems
 
WORD PROBLEMS:
 
q       SIR RIGHT:
          Start reading silently, Identify all numbers and digits, Read problems out loud,
          Read again to determine questions, Inquire as to what is needed to solve problems,
          Guess estimate answer, Have a go at computing, Take a check
q       Flow charts and diagrams of word problems
q       Practice making up word problems
q       Use manipulatives and real life examples, i.e. M & M’s, friend’s names, etc.
 
COMPUTER SOFTWARE:
 
q       Math Blaster  1.  (1-6)  2.  (3-5)
q       Stickybear’s Math Town (K-5)
q       Hands on Math (K-8)
q       Millie’s Math House (pre K-1)
 
EXAMINATIONS
 
ACCOMMODATIONS:
 
q       Extra time - .5x       1x       2x
q       Read test items to student
q       Oral exams
q       Read over and clarify directions
q       Adapt test to child’s reading level
q       Develop test based on study guide
q       Adjust test structure, i.e., fewer choice with multiple choice, word bank with
numbered items for fill in, group matching in units of five.
q       Provide simple, clear-cut uncluttered, well organized test format.
q       Provide sample problem and answer
q       Distraction free environment
q       Taped or transcribed response
q       Use of word processor for written responses
q       Allow alternative methods to demonstrate mastery, i.e. project, oral report or demonstration
q       Adjust testing format to students strengths,  i.e. use multiple choice instead of essay, etc.
q       Provide alternative to computer scored answer sheets
q       Use of calculator, number lines and objects on math tests.
q       Other:    ________________________________________________________
 
STUDY SKILLS:
 
ORGANIZATIONAL SKILLS:
q       Organize school materials/homework
q       Develop plans for papers and plans
q       Break larger tasks into sequential steps
 
NOTE TAKING:
q       Master Notebook 
q       Semantic Mapping
 
LONG TERM MEMORY:
q       Read, Cover, Remember, Check (RCRC)
q       Auditory - Recitation, Oral Review, Explain in your own words
q       Visual - Visual Organizers, Charts, Diagrams, Pictures
q       Kinesthetic Tactile - Act out material, Rewrite, Draw
q       Distributed Practice - Frequent brief sessions
q       Mnemonic Devices
 
TEST PREPARATION SKILLS:
q       Determine what the test will cover
q       Organize study material
q       Schedule sufficient time for study
q       Review class notes, homework, text books
q       Make up flash cards, graphic organizers, outlines, review sheets
q       Make up and answer sample test questions
 
TEST TAKING SKILLS:
q       Multiple Choice/True-False/Fill-In/Matching/Essay
 
HOMEWORK:
 
MATERIALS:
 
q       Folder/Notebook for each subject
q       Homework log, planner
q       Keep study area supplied and organized with needed materials, i.e. paper, pen,
pencils, word flags, sticky notes, rulers, scissors, dictionary, highlighters, etc.
 
LOCATIONS:
 
q       Structured organized location
q       Quiet isolated or some noise and activity
q       Background masking sounds/radio, environmental tapes, classical music                       
 
SCHEDULE:
 
q       Regular daily time to start. i.e. after school, after dinner
q       Schedule pre-determined amount of study time (30, 60, 90, 120 minutes)
q       Take breaks every 10, 15, 20 minutes
q       Minimize time getting ready.  No more than 5 minutes
q       Work on one subject at a time.  Set other materials aside.
q       Alternate reading, writing, studying assignments.                                               
q       Develop, fill in daily, weekly, monthly schedule
q       Tests and projects due dates on calendar              
q       Set up contract for doing homework
q       Incentives for completing homework, including verbal praise, privileges such as TV,
telephone and computer time, or weekly rewards
 
PARENTAL INVOLVEMENT:
 
q       Review directions
q       Help set up study plan
q       Help with first items
q       Discuss problems or tasks that are difficult or confusing
q       Break assignments into smaller pieces, track progress toward completion
q       Help to proofread completed work
q       Keep interactions task oriented, avoid criticism and arguing
q       Recognize effort, praise preparation, attention and effort
q       Help to organize materials for next day
q       Help with studying for tests
q       Connect homework to everyday life or future activities
q       Weekly, sort through school materials and book bag to re-organize handouts, assignments,
completed homework         
q       Maintain regular communication with teacher regarding homework assignments and
upcoming projects, reports and tests
                          
LEARNING STYLE/COGNITIVE STRENGTH & WEAKNESS ISSUES:
 
AUDITORY PROCESSING/SHORT TERM VERBAL MEMORY:
 
If Weak Then:
 
q       Preferential seating in front of class away from doors and windows
q       Make eye contact with student before speaking or asking questions
q       Allow extra time for verbal response and/or cue student before calling on them.
q       Provide visual and kinesthetic inputs and instructions
q       Bite size instructions and check for understanding
q       Write homework assignments on the board
q       Give one direction at a time to student
q       Utilize buddy system to insure understanding
q       Write on board or use overheads while lecturing
q       Emphasize experiential hands on learning
q       Slow pace of verbalization
q       Define new vocabulary words
 
If Strong Then:
 
q       Emphasize lectures, class discussions, oral reports
q       Teach mnemonic devices
q       Utilize self talks, recitation and paraphrasing
q       Recite work on tape
q       Have auditory learners work in pairs, reading to each other and discussing
q       Read notes out loud
q       Discuss material being read
q       Use audio books
 
VISUAL PROCESSING AND VISUAL SHORT TERM MEMORY:
 
If Weak Then:
 
q       Teach student to talk self through tasks
q       Reinforce visual material with discussion
q       Utilize work sheets with large, clear areas
 
If Strong Then:
 
q       Utilize visual instruction aids such as overheads, films, videos, bulletin boards, posters, charts, etc.
q       Underline/highlight key points in bright colors
q       Color code and highlight key material
q       Utilize computer instructional software
q       Model skills to be taught
q       Form mental picture and images of material to be learned
 
KINESTHETIC & TACTILE PROCESSING:
 
If Weak Then:
             
q       Utilize visual and auditory approaches
 
If Strong Then:
 
q       Underline main points in an eye arresting color
q       Use your finger to trace words you are studying in the air
q       Keep something malleable or rough in your hand while studying
q       Retype or rewrite notes and study material
q       Connect learning with something that can be touched,  moved or manipulated
q       Utilize arts,  i.e. painting, dancing, poetry, drawing, puppetry, or crafts to express and represent ideas and concepts
q