1. Case Examples Meet Maggie and Suzie – both are qualified for SLD under Reading comprehension By digging deeper and understanding their patterns of strengths and weaknesses, we see that their programming looks very different

2. Case 1 - Maggie Weakness in Phonological Awareness (detecting or discriminating differences in phonemes or speech sounds) – Part of Acquisition of Information Weakness in Listening Comprehension (Achievement Area) Weakness in Oral Expression (Achievement Area) Weakness in Working Memory (BPP) Weakness in Processing Speed (BPP)

3. Case 1 - Maggie Things we can remediate (intervention) – Phonological processing – focus on teaching her skills in this area Things we can modify – No verbal administration of assessments (weakness in listening comprehension) – Allowed to write answers if oral exam (weakness in oral expression) Things we can accommodate – Break down tasks into chunks (Working Memory weakness) – Extended time on tests (Processing Speed Weakness)

4. Case 2 - Suzie Weakness in inferencing (achievement area) Weakness in understanding text structure (achievement area) Weakness in sustained attention (BPP) – Part of Acquisition of Information Weakness in Working Memory (BPP)

5. Case 2 - Suzie Things we can remediate (intervention) – Teaching inferencing skills Things we can modify – Shortened reading passages (weakness in sustained attention) Things we can accommodate – Provide written supports for verbal instructions (weakness in working memory)

6. Conclusion - Overarching Theme You need multiple sources of data to tell you what the pattern of strengths and weaknesses are within a student’s processing in order to help alleviate the impact of their disability through either remediation or adaptations and modifications.