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The teacher was understanding of the student's disability, but knew he could overcome it and was simply being lazy. I gave the teacher a copy of the student's reading level test results and this sparked an idea and a solution that proved most effective. The teacher mentioned that there were abridged and simplified versions of the books, most of which were at a 4th grade or slightly above reading level. The plan was to use an abridged book for the first novel in order to help the student gain confidence and then allow him to tackle the regular novel for the second book of the year. Additionally, the student would not be made aware of the switch in texts to prevent any additional laziness or excuses from being utilized.
Over the next few weeks I worked with the student using the book. It was a battle getting him to focus and typically required that he be alone in a small, non-distractive room while reading. Additionally, I used a timer and trained him to read and focus for 15 minute durations at a time. This allowed the student to get through substantial amounts of text with a reward for his hard work at the end of the time....
Sure enough, by the second novel the student was focusing and comprehending the work. While he did still take longer than most students to complete the book, the fact remains that he did complete it.
From this experience, I learned and would highly recommend looking beyond a student's listed special education diagnosis when determining applicable work. Otherwise, the student begins utilizing their learning disability as a crutch and is unable to remain up-to-date with his peers.
Resources
Brock, S.E. (1996). Reading Comprehension Abilities of Children with Attention Deficit Hyperactivity Disorder. Journal of Attention Disorders. Vol 1.3, 173-185.
Cutting, Laurie; Hollis Scarborough (2009). Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured. Scientific Studies of Reading. Vol. 10.3, 277-299.
Resources
Brock, S.E. (1996). Reading Comprehension Abilities of Children with Attention Deficit Hyperactivity Disorder. Journal of Attention Disorders. Vol 1.3, 173-185.
Cutting, Laurie; Hollis Scarborough (2009). Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured. Scientific Studies of Reading. Vol. 10.3, 277-299.
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