2. Learning Disabilities
We are not asking you to be a licensed psychologist by diagnosing them, but
if you see something, please let someone know.
If you see that a student is struggling with the same concept over and over,
you can let EES know.
• Here’s an example of a math disability scenario…
3. Learning Disabilities: Math
• Students with processing disorders and ADHD typically have
problems with math due to the processing portion of the
tasks required by math.
• Unfortunately, some athletes get passed through school until
college, where they are then required to understand
everything. This causes gaps in knowledge and a lack of the
necessary skills to be successful (i.e., times tables).
5. Learning Disabilities: Math Activity
• This activity is what students with processing disorders have
issues with every time they see math.
• Consequently, they’ll try to deflect and want to talk about
anything and everything except for math.
• If a student does have an issue that gives them
accommodations, they may qualify for the CEA section of
math, which is all pencil and paper instead of on the
computer like the majority of math courses.
(The answers were: 63, 98, and 93.)
6. Reading Comprehension
• If a student cannot read a textbook (really not comprehending anything), that’s
something you can bring to EES.
• If a student does have a reading disability, they often may have failed the first or
second grade.
• Below is information that may be useful as it relates to reading
comprehension…
9. Reading Comprehension
• These are the types of things our students with reading
disabilities face when they attempt to read. Their classmates
are often done reading , while they’ve barely been able to
start.
• There is an accommodation for some of our students where
their books can be loaded into an app that shows them the
text, while reading aloud. If they indicate they have this, you
may find it useful to use the app during your sessions.
• Sometimes, it helps a student to listen and follow along at the
same time to comprehend the material.
• If they cannot read, they will try to fake it so people do not
know, deflecting to other activities.
10. Reading Comprehension: Strategies
• We do not want the student-athletes to just read for
an hour long tutoring session with no student-tutor
interaction.
• You can use text-coding for when the students need
to read. This will help them think about the text
while reading it to have the student better
understand the material.
11. Text-Coding
• Reading while focusing on a
specific line of thinking, and
using symbols to mark the text in
keeping with this line of thought
while you read
• Unchallenging coding
• Complex coding
12. Reading Comprehension: Article
• How Tutors Can Help Tutees Improve Their Critical Thinking
Skills
• This article discusses how to encourage students to think critically
(ask “good” questions)
• Bloom’s Taxonomy
• Christine has used a text coding system on the first two
paragraphs.
13. Reading Comprehension: Strategies
• “Read alouds” allow someone to read aloud while the other
person listens to the reader’s thoughts. This is so a student
understands what goes on inside a good reader’s head while
reading.
• If you notice a student has been highlighting when you are
going through text, ask them why they are highlighting
those passages.
• You want him/her to be able to justify what they are marking…
many of our students will just make it “pretty.”
14. Reading Comprehension: Activity
Read aloud the first
paragraph, taking into
account Christine’s
comments. Then go
through the next few
paragraphs of the article,
marking up the article
using the text coding
symbols.
17. Additional Tools:
VOCABULARY WORD MAP
• Have them take a few minutes to sketch out what you are
discussing to visualize a word. This will help our students
remember vocabulary words better.
• Most of our students are visual learners and will remember
information much better by sketching out the content.
A-Z INFORMATION
• Write A-Z somewhere and have the student list everything
they know about the content, using the letters.
3-MINUTE PAUSE
• This will help students figure out what’s going on, while
giving them a short break from the session.
18.
19.
20. •Alternative Exit Slips
• The most important thing I learned today was
• I need help with
• I would like to learn about
• Rate your understanding of today’s topic
• Discussed how what we talked about today could be used in
your life
• Predict a test question
• What would you like to use next time?
• Summarize what we discussed in 25 words or less
• Use the ABCs to give information about what we discussed
21. What are some
CHALLENGES and
VICTORIES you have
been having in your
tutoring sessions?
