Thursday, March 6, 2008

My remidation report - 1985

Hilary K. Waldinger, M.A.
Riverdale, NY. 10463

Remediation Report: Eric James Wolf


Eric James Wolf is an extremely bright, thoughtful and creative student who demonstrates great capacity in thinking creativity. Understanding mathematical, scientific and historic facts and concepts, and reading literature perceptively. Eric has learning problems which can and are being remediate and which can be compensated for through small adaptive techniques on the part of Eric and his teachers. Eric had made some strong points in writing skills and will continue to do so this year in his tutoring program. Continued practice, motivation, and hard working, and dedicated to improving.


While highly intelligent, Eric has perceptual difficulties in the
areas of visual perception and visual memory. Eric also has problems in language processing, that is, in organizing and sequencing letters, syllables, words and sentences in written and oral presentations.

These perceptual and processing problems are manifest in Erics written work, his difficulties with a foreign language, and his occasional problems in organizing oral presentations. In terms of writing and organizing, these problems are manifest in several specific behaviors.

1st Eric Must and does need to spend much time and effect in organizing himself; his papers, notebooks, books.
2nd Eric has some trouble organizing his essays effectively under time pressure. He needs time to organize these concepts in the expected and clear sequence.
3rd This sequence problem exists in his sentence structure. Sentence fragments or run-ons that appear in class work produced under time limits are not an indication of mental laziness or indifference. Eric merely needs a bit more time to proofread and make corrections for those errors. While Erics sentences structure is steadily improving, Eric cannot yet discriminate between correct or incorrect sequences with 100 percent accuracy.
4th Sequence problems are very obvious in Erics spelling patterns. His reversals and misspellings, are all symptoms of visual perception and processing difficulties. Contributing to his problem is Erics handwriting, witch reveals his processing problems in the motor area. This is not intentional sloppiness or carelessness.


Erics learning difficulties can be remediated effectively with appropriate instruction or they can be circumvented with appropriate adaptive techniques for classwork. Currently, an individualized tutorial program has focused on remediating Erics organization problems and his sentence structure. Tutoring has also developed some techniques for organizing essays, answering short answer questions, and writing paragraphs. Eric has made very good progress in using correct sentence structure. We have been working intensively on identifying and using subordinate clauses, identifying subordinate clauses used as sentence fragments, and combing sentences by using subordinate clauses. A successful instructional program for Eric should stress the practices listed below…

1) For teaching language arts or language, a multisensory approach is most successful. Eric needs to hear speak, see and write any new vocabulary word, spelling, grammar, preferably using all these senses in the same lesson. Using all the learning modalities in one lesson reinforces each area of perception.
2) Structured sequential instruction is most effective for learning a language skill. Eric learns best when he is presented with one new skill at a time, through a multisensory approach, and given copious practice in saying, writing, and reading that skill. For example, in learning subordinate clauses and subordinate conjunctions, he was taught one category of conjunction at a time. (e.g. time, then cause the result then condition ). He read, wrote, spoke and heard subordinate clauses suing that one category until he knew each of the subordinating conjunctions automatically. Only when he knew all the conjunctions in a category automatically did we move on to the next.
3) Continual reinforcement and review of previously learned items is crucial because these new language skills are not natural for Eric. For example. Even after moving onto a new category of subordinate clauses, Eric must be given a brief review of the categories previously learned. Each new skill must be built on an old one, which is reviewed and reinforced as that it is not forgotten.
4) In teaching essay writing, Eric must learn a Skelton of the pattern of organization required. Once he has the overall organization delineated for himself, he can express his ideas more fluidly and coherently. Thus, Eric must always prepare an outline for himself, organizing a thesis or topic sentence, his main ideas and his supporting information.
5) When writing a first draft, Eric should skip lines so that he can go back and correct errors in sentence structure or spelling. This would be god practice for in-class essay examines or writing exercises.

There are some adaptive strategies witch Eric can use that will allow him to better demonstrate his true abilities while not giving him any unfair advantage over his classmates. These are listed below

1) When writing an in-class essay or exam, Eric could use a skeleton outline, which does not have any content at all: rather, it is just a visual reminder for him of the overall form an essay should have. IT will just outline the ingredients of the essay – thesis statement, main ideas, and supporting details. Currently, Eric carries such a skeleton in his notebook, which can be used for any and all essays because it has no content. If he could use it, he would write more coherently and produce far better exams and papers.
2) If Eric could carry a spelling dictionary with him to school (such a dictionary shows only the correct spellings of words, no definitions), he could turn in some better work with more accurate spellings. Again, to use this in a testing situation is no extra advantage, because only information in such a dictionary is the correct spelling.
3) In learning gramner, Eric needs more structured practice than do other students. However, Eric will learn and use concept once it is taught to him. Therefore, one method of approaching the problem is to notify Eric’s tutor or parent of the areas covered in the term. The tutoring program can then focus intensively on these skills so that Eric will know them by the end of the term or in time for the unit presentation in class. Another approach might be to engage a student tutor for Eric who can give him extra practice on a skill.
4) For learning vocabulary words, particularly in a foreign language, Eric needs much practice with flashcards, with writing, and listening to tapes or dictation.
5) Eric should be given the opportunity to take essay essay exams on an untimed basis, so that he can have a little extra time to organize his thoughts and make some corrections in mechanics, if this is at all possible. This is not at all necessary for multiple choice or short answer exams where Erics learning difficulties do not hamper him. Perhaps he could just have could just have an extra five minutes a the end of class. If extra time is impossible, perhaps Erics work can be looked at attentively for its content rather then its form (spelling, etc).

April 15, 1985


Today in 2008 this report seem obvious, but remember when it was written it was, by man by many who read it, considered cutting edge or out side the box thinking. Times change.

Eric Wolf


Samantha said...

Hi, I am a student currently in my last year of studying biochemistry. Everything you mentioned seems like a carbon copy of what I struggle with. Despite this I only got diagnosed with Dyslexia last year. I am kind of struggling at the minute with writing essays in exams. I was wondering how you delt with science exam essays and what your strategy was for writing them.

Brother Wolf said...


First it's important that you and the school have a clear relationship defined by your paperwork being in order. If the school recognizes your dyslexia then you gain the most valuable asset during tests. TIME - They will give you more time to complete the test.

Other steps that are important depending on your level of ability to spell, sentence structure or over all structure and narrative are...

1) Bring a typewriter or word processor
2) Bring 3x5 cards
3) A person from the Resource Center to write what you tell them to write for you.
4) Essay guide sheet - i.e. Section A will be ____ part 1 will be ____ part 2 will be _____ Section B etc...
5. Colored sunglasses - works for some people!
6. A relaxed additude - without denial.

All this depends on you having a good relationship with the school and the Learning Center on your schools campus.

Hope that Helps

Eric Wolf