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Ellen Steckler

An older student with special needs has not learned how to successfully decode and encode. Therefore, he is receiving special services to address his reading issues. However, he also has severe grapho-motor difficulties as well as emotional issues which are interfering with his progress. On the other hand, he is a great auditory learner and is good with technology and enjoys fixing things.

During one part of the reading program, the student is required to pull letter tiles from a board and arrange them accordingly. The student finds pulling the tiles a challenge and is not motivated to follow the needed steps to succeed. I created a new tile board on Notebook which eliminates part of the motor component and hopefully, this will motivate the student to complete the task.

During the dictation segment of the program, the student needs to spell different sounds, words, and sentences which were reviewed during the lesson. In order to take away the grapho-motor component of the dictation exercise, I made a template so the child can do this part on the computer. I think by using the computer and new technology, I'll hook the student and motivate him to succeed.

For several minutes, the students also needs to read independently; however, this student usually only reads part of the selection silently before he reads aloud to me. So, I plan to have him record his reading on Quicktime Player in order to improve his fluency and accuracy.

Hopefully, all these modifications will help all my students improve and become fluent readers.