Ellen is a 6 year-old girl who is new in her class. She is a bright and active child, frequently engages with her classmates during playtime and recess. During reading time, she seems quite shy and refuses to read aloud. When reading together with her classmates, she was observed to not read along with them. When one on one teaching was done by the teacher, it was noted that she read b as d and vice versa. She would invert the number 3 when writing. She would also easily forget words that she has just read when asked to read it again. Spelling is also a stroll for Ellen. (1) What disorder could Ellen possibly have? (2) Why do you think Ellen inhibits herself from joining reading together activities? Explain. (3) What interventions could the teacher do to address Ellen's learning needs? Give at least four interventions and explain how you would apply each.
Ellen is a 6 year-old girl who is new in her class. She is a bright and active child, frequently engages with her classmates during playtime and recess. During reading time, she seems quite shy and refuses to read aloud. When reading together with her classmates, she was observed to not read along with them. When one on one teaching was done by the teacher, it was noted that she read b as d and vice versa. She would invert the number 3 when writing. She would also easily forget words that she has just read when asked to read it again. Spelling is also a stroll for Ellen.
(1) What disorder could Ellen possibly have?
(2) Why do you think Ellen inhibits herself from joining reading together activities? Explain.
(3) What interventions could the teacher do to address Ellen's learning needs? Give at least four interventions and explain how you would apply each.
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