|        A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.|
Step 1: Organize observations relevant to the problematic behavior/issue
In many cases, there are several contributors to the student’s identified problem. These contributors may interact with each other, therefore, it may be necessary to combine tests from different categories of possibilities. The existence of several interacting contributors may become obvious as you proceed through individual intervention experiments.
Inadequate decoding fluency: Some students have difficulty comprehending what they read because their word decoding is slow and labored. (See Tutorial on Reading Comprehension.)
Relevant Observations: The student may read/decode words slowly; she may make frequent decoding errors; she may frequently have to reread sentences to get all the words right.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist or reading specialist for reading assessment; instructional support specialist for instructional strategies
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