Speech and Language Case Study #4 – “Ashley”
Ashley, a 4th grader was referred to JCOS by her pediatric neurologist due to concerns about anxiety, speech development and problems acquiring reading skills that impacted academic progress and functioning in school. She repeated first grade due to lack of reading skills and overwhelming anxiety interfering with her participation in the classroom.
Small class sizes allowed for individual and differentiated instruction and more opportunities to break down instruction into manageable parts, building self-advocacy skills to help manage anxiety and maintain focus. Daily, intensive instruction for:
- Reading, based on research-supported literacy instruction/remediation method, using Preventing Academic Failure program.
- Writing, based on research supported Judith Hochman’s Basic Writing Skills for struggling writers.
- Orton-Gillingham Methodology to classroom instruction utilized throughout the curriculum.
After two years at JCOS, Ashley gained significant reading and writing skills, approaching her appropriate grade level, as well as individual strategies that have proven successful in both the academic and socio-emotional arena.
These case studies do not represent actual students, parents or faculty members. They are composites based on persons and learned experiences from JCOS. Any resemblance to real persons, past or present, is purely coincidental.