To Test or Not To Test - That Is the Question

Written by Sandy Gauvin


Little Suzy has really been having a hard time getting some of her assignments done. When she reads in class, she struggles with many words, and her mother reported at conference time that Suzy spends hours each night on homework.

Atrepparttar same time, Suzy carries on intelligent conversation, and when you ask her about what she learned fromrepparttar 109328 class, she has some good feedback. She is getting excellent grades in math class and, when she does experiments in science class, she knows exactly what to do and gets great results.

Youíve thought about referring her for testing, wondering if a learning disability is getting inrepparttar 109329 way of her reading Ė a skill that underlies everything a child does in school. You know she struggles with reading, yet she does so well orally and mathematically. Should you test her?

Little Johnny canít remember his multiplication facts. Much ofrepparttar 109330 time, he struggles with subtraction facts as well. His reasoning skills for determining whether he should add or subtract, multiply or divide, are faulty. And when he writes a math problem on paper, there are no columns. The numbers are all overrepparttar 109331 place. He gets very confused withrepparttar 109332 entire process as well.

But, boy, can he read. He reads books that are way above whatrepparttar 109333 other students in his class read. The words in them are harder, and they are more difficult to understand.

Clear and Appropriate Assignments

Written by Sandy Gauvin


As a teacher of students with learning disabilities, I found that one ofrepparttar most difficult things for many of my students was understanding and completing homework assignments.

Here are 10 tips to help students be successful in completing their homework for you:

1) Make sure your students and their parents understandrepparttar 109327 homework policy. 2) Assign work thatrepparttar 109328 students can do. If your student has a learning disability in written language, chances are you won't getrepparttar 109329 10-page written report you assigned. Perhaps he could taperepparttar 109330 information or present it in a different way, such as throughrepparttar 109331 use of pictures or a skit.

3) Make surerepparttar 109332 student understandsrepparttar 109333 assignment and has written it down correctly. That may mean you'll have to spend a little extra time withrepparttar 109334 student to show him examples of what you want and to answer any questions he might have. Often, this involves an element of trust, especially asrepparttar 109335 child gets older. He needs to be able to go to you and know that he will get help, not rejection.

4) Don't overloadrepparttar 109336 student with homework. Remember, it takes these students longer to completerepparttar 109337 assignment inrepparttar 109338 first place. So, it might be a good idea to cutrepparttar 109339 number of multiplication problems you assign him in half. Or, perhaps you would reducerepparttar 109340 amount of reading you want him to do in his reading book forrepparttar 109341 night.

5) Relate new learning and homework with real life. Ifrepparttar 109342 child understands how she can use this information in her life, it means more to her and she will learn it much more easily.

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