A Road Map For Remediation
Part 8. Reading Profiles: The Compensating Student
This blog is the final in a series of four about reading profiles connected with a Reading Model known as the Simple View of Reading (SVR). These blogs in turn followed a series where I introduced readers to the informal assessment of a child’s reading, writing, and spelling deficits and how to gather information about such a child. This process is extremely helpful in building a “big picture” view of a child’s strengths, weaknesses, learning styles, and character. To view all the previous blogs in this series, please take this link and click on the bar entitled a “Road Map for Remediation.”
Today’s blog will introduce you to the Compensating Student. The Compensating Student is a child who slips under the radar in a school situation as they often test as average to low average in reading, particularly in the early years, but only with a lot of time and effort on their part. We can describe them as “compensators.” This blog provides you with a lot more information about the Compensating Student or Compensating Reader.
Today’s blog also includes a link to the initial report of a student I worked with in the past, who was very much a Compensating Reader. I recently received this wonderful feedback from the parent of this child whose report I’m featuring today. It shows the difference that can be made by science-based reading remediation, and assistive technology such as Learning Ally’s audio books.
During this schooling at home time over the past 3 months, I really got to see Clare’s progress. She was very independent with her school work, reading, and writing. She has grown tremendously. She has been wanting to read more, all on her own. No push from me. She asked her brother for a few graphic novels and she finished them quickly. Then she found a book on Learning Ally she really enjoyed, told me all about it, and spent extra time during the day to finish it. She enjoyed it so much she asked if I could buy it for her so she could read it herself. She is enjoying reading. First time ever! It’s so wonderful. And it’s all thanks to you. We will forever be grateful for your help and all that we learned from you. Thank you!!!
(All names have been changed here and in the report to protect my former student)
- Follow this link to view the Compensating Student report.
This student worked quickly through her remediation plan with the help of her mother and although a full reassessment wasn’t done, I did test her spelling using a series of spelling inventories to guide her mother as they moved forward to work together without my help. I will discuss the mechanism and value of reassessment and monitoring in a future blog in this series.
My next few blogs will guide you in greater detail through the report writing process itself, so you will feel confident to do this with a child you are working with.
My webinars on informal assessment of reading, writing, and spelling deficits are available from the Orton Gillingham Online Academy at the links below. These were written for teachers, tutors, and parents who wish to explore informal assessment of these skills in depth.
All previous blogs written in this series entitled a Road Map for Remediation can be found here.
Lorna Wooldridge is a dyslexia specialist tutor with over twenty-five years of experience and qualifications in the field of learning differences, from both the UK and USA. Lorna has a unique perspective on this condition as she has dyslexia, and her passion is to serve this community in any way she can. She can be contacted through her website Wise Owl Services or her Facebook page. Here she provides numerous resources for parents, tutors and teachers working with children and adults with dyslexia.