Academic and study skills are vital in the cognitive development of school going children. Academic skills are Skills that help a student learn and absorb school lessons while study skills are skills that enable a study and learn effortlessly. This paper will review and discuss the results of an annual evaluation, progress monitoring from Response to Intervention on academic and study skills needs for Shanice, an eight year old second grade student .
Academic need
Shanice’s inability to complete a story problem or work in a consistent time frame is an academic problem. Her teacher’s report indicate that she has difficulty correlating actions to operations in a story problem and to accurately comprehend what is happening in her story problems. In addition, she is unable to use efficient strategies like conserving a number to count on or count back. From the report the teacher cited that she frequently guesses a number sentence that doesn’t match the number sentence, especially with start-unknown like (____+ 24 =46).
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Strategy to address the academic need
Firstly, use of manipulatives and drawings to decompose numerals in tens and ones can help her arithmetic problems. Illustratively, a decomposed number with numerals, manipulatives, and a drawing such as (347 = 300+40+7) is likely to be easier to understand than only 347. Further, she will be able to subtract 2-digit numbers with regrouping when they are decomposed into tens and ones for example for (52-17, turn 5 tens and 2 ones into 4 tens and 12 ones so she can subtract 17). This remedy is efficient because it exposes which simplifies calculations in single digits not in double digits.
Secondly, modeling and practicing to retain her memory to hold a number including counting using fingers can help at home and in school. This method is appropriate because it makes math easier and practical.
Study skill need
The report pointed out that Shanice sentences when communicating lacked grade-level vocabulary and accurate morpho-syntactic structures. This in turn gave her difficulty with sequencing, describing how-to instructions, and retelling stories and initiating conversations.
Intervention to address skill need
The report proposed that Shanice could benefit from moderate verbal models and cues to start a conversation such as “Hello”, “How are you?”, “I like your …”, this is because she was able to follow and answer accordingly. This strategy is effective because it is interactive and allows Shanice decipher answers from her own perspective and gives her a chance to respond. As she answers questions regularly she builds her confidence daily to converse and sequence words.
Use of context clues and visual support to define new vocabulary words and multiple meaning words while describing objects or pictures for a given target word, expressing similarities and differences among objects, can aid in defining new vocabularies and as a result build her morpho-syntactic ability. For example from the word sing Shanice can know what it is to sing, who a singer is and what sings means. This method will help Shanice’s study skills in word formation and combination of words to form sentences.
Use of visual support and verbal cues will help her sequence words and include necessary details. This can include reading out loud as she listens. This method is effective because it will help Shanice confirm understanding of text read aloud and prompt her to answer questions regarding key information in the read text given by the verbal models/prompts/cues.
