Behavioral challenges among school-going children are quite common. Some children exhibit issues that stem from their learning disabilities, whereas others could result from mischief. Based on Greyson's case analysis, one realizes that he is suffering from a learning disability, mainly in reading. Her teacher Mrs. Nicholas views that Greyson's reading is below his grade level ( Bicard, Bicard & the IRIS Center, 2012) . In her referral form, she desires the support team of Mr. Robertson to review the problem and offer the necessary intervention that can help Greyson to acquire the desired behavior for reading better.
Greyson is suffering from a specific learning disability since, based on his teacher's information, he reads below her grade level. According to Hall et al. (2015), children who read below their grade level account for 40%. Like Greyson, students experiencing learning disabilities, especially those with difficulties in reading, are becoming a primary concern to teachers and parents. Due to the difficulties experienced by such learners, interventions that can address the problem need to be implemented. Notably, Mrs. Nicholas and Mr. Robertson's team can utilize the spelling probes technique to develop the desired reading level. Hall et al. (2015) argue that low reading disability can be associated with phonemic awareness problems. It prevents learners such as Greyson from understanding that language is made up of operable and discrete sound. Utilizing spelling probes based on discrete phonemes will allow Greyson to segment, blend, and substitute and delete sounds, thus facilitating improvement in his reading ability.
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Nonetheless, Greyson's challenge could be associated with the inability to engage in orthographic processing of phonological printing. Orthographic processing involves the reader's ability to recognize and remember letters and be able to distinguish and sequence patterns of words ( Hall et al., 2015) . His teachers should utilize strategies that aid in the construction of meaning from the reading material. They should monitor his progress using either teacher-made probes or informal reading inventories.
References
Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/ pdf_case_studies/ics_defbeh.pdf
Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly , 38 (2), 72-83. https://doi.org/10.1177%2F0731948714544375
