Conclusions and recommendations Strengthening the linguistic field Daily reading and listening to stories. Enrichment of vocabulary (verbs, adjectives, concepts, contrasts, synonyms). Improved understanding of complex questions and tasks. Age-appropriate syntactic structures (simple sentences and more complex sentences later on). The acquisition of descriptive abilities (from the level of an image to the level of a story). Achieving skills related to extracting meaning from texts, such as understanding instructions, and dealing with different types of instructions, is an essential part of computer education A combination of learning and computer studies can provide a variety of learning experiences. Linguistic field 1. Strengthening syntactic control To strengthen syntactic control, it is recommended that you describe who/what is meant by the mentions in assignments. 2. Organizing words into a sentence - it is essential to start with 5-6 sentences and then complex sentences. For example, Dan- to classes - goes - every day - to school - goes - and in the afternoon - Dan goes to school every day and another afternoon goes to classes. 3. Use of cloze - completing words in the text - requires reference to reading comprehension and syntactic elements and linguistics (you can use booklets for cultivating reading comprehension) or from texts in textbooks for his age Omission of words from the text (omission of every fifth-sixth word, verbs, linking words, names degree) and completion by Yanai, initially from a word warehouse and then without a word bank. Spelling To improve spelling skills: ✓ Detection of spelling errors and their marking by Yanai in the text he wrote. ✓ The reference to a spelling error in a certain line and Yanai's self-location. ✓ Writing a word in which he made a mistake once correctly and once incorrectly and choosing the word The inscription is correct and then correcting the errors in the text he wrote. ✓ Decomposing the word into its parts and repeating it aloud while relying on the phonological processor. ✓ Writing the word several times and then writing it. ✓ Learning through word families (head, first, first...) ✓ Learning rules and contexts (for example, words related to water are written with the letter T: tal, meter, A sprinkler, a paddle... (You can use the book "Painless Spelling". ✓ Use of computer programs - following the missing words, foreign exchange, writing with ease, Mirage, Multimedia. * To improve spelling skills - using word groups and learning spelling rules. The book "Succeed in Spelling" may be useful. Improving written expression skills Content - presentation of the topic, presentation of knowledge. Structure - proper sequence, proper structure of sentences, simple and complex syntactic structures, writing introduction, conclusion, Writing a paragraph, writing a passage. Correctness - the proper structure of sentences, punctuation, writing, and spelling. Using information organization techniques such as: ▪ Writing ideas and sorting them. ▪ Writing paragraphs. ▪ Planning the text according to a structure. ▪ Writing an opening and closing paragraph. Different models for writing: writing an answer, summary. Using the technique of feedback on the writing and joint correction of the expressions and ideas. Writing using a computer To increase Yanai's motivation, you can also write using a word processor while taking advantage of the ability to edit and organize the text, the organization of sentences and paragraphs, evidence of creativity, etc. Using the technique of feedback on the writing and joint correction of the expressions and ideas. *It is recommended to use the series "Learning to Succeed", published by the Milli Institute. Use of computer software ▪ Following the missing words, CET. ▪ Writing with ease, Mirage, multimedia. Improving learning skills: ▪ Planning and organizing time and study materials. ▪ Determining assignments, defin ןמעthem, and setting priorities. ▪ Use of the diary. ▪ Dealing with texts. ▪ Summary skills. ▪ Remembering skills. ▪ Creating the learning environment. ▪ Dealing with different types of questions (open questions, multiple choice questionnaires). Ruthie Kravczyk Educational psychologist and instructor Certified therapist in CBT and biofeedback 21/14 Keren Hayesod St. Ra'anana Dew. Mobile: 054-5575658 rutikra@gmail.com -------------------------------------------------- -------------------------------------------------- ----------------------------------20.10.2022 Psychological opinion Name: Goli Yanai Identity card: 336666953 Date of birth: 22.05.2012 Age: 10.4 Educational institution: 5th grade, "Ramat Aviv Gimel" Elementary School, Tel Aviv. Date of diagnosis: 11.09.2022 Parents' names: Maya and Oren. The tests passed: Wechsler Intelligence Test (95 R-WISC), Bender, HTP drawings, completion test Sentences, Exam Anxiety Test Questionnaire, and TAT. Developmental and educational background Yanai, age 10.4, a 5th-grade student, was referred for psychological diagnosis by his parents, as part of a psycho-diagnosis Comprehensive didactic, for the purpose of evaluating learning and attention functions and testing cognitive abilities and the emotional domain. In the conversation before the Didactic diagnosis, the mother described Yanai as a curious, sociable child with good social skills. Alongside this, she described complex educational difficulties discovered in the early stages of learning (in the classroom). 1) and are reflected in language comprehension and mathematics ("It was very well done, but from the middle of 4th grade. The father described Yanai as an athlete (skateboarding, soccer), sociable and loves company, having a hard time studying ("guessing when reading, has graphomotor difficulty when writing, writes with spelling errors"). In addition, he described Short attention span and physical restlessness) "In the private lessons, he goes while learning, in the class it is quiet and not disturbing but having trouble listening, absorbed in class, not attentive". According to his father, when he teaches Yanai math, he has difficulty understanding and doesn't understand until the end. He has difficulty sitting down, needs breaks, and deals with verbal problems due to difficulty reading and in the classroom. Prefer working with a friend. In addition, there is difficulty holding writing instruments such as a fork and prefers to eat with his hands. He had difficulty tying shoelaces and only learned three months ago. The notebooks are not organized. In class, it is not enough to copy from the board and not at the pace of the class. He is unable to copy five lines although he was reinforced from second grade by remedial teaching teachers. In addition to private remedial teaching at home (language, reading and writing, thinking processes, English, and from the current school year also remedial teaching in mathematics). According to the parents, there is a noticeable improvement in his functioning Yanai Only started reading during the fourth grade, but cannot read a book except comics, has difficulty writing because of motor difficulties, difficulties with writing and expression, order and organization of writing. Yanai is the second son of three children in the family. He has two sisters aged 7 and 12. Yanai was born at birth Normal, at week 40.5 following a pregnancy where the mother was observed due to a placental abruption. Motor development was normal and oral development was late, up to two years Yanai's vocabulary was limited without verbal treatment. In his infancy, he often suffered from inflammatory ears and his current health status is normal. Yanai was in kindergarten at the kibbutz from seven months until pre-compulsory kindergarten and four, he was in the Council Area kindergarten. In pre-compulsory kindergarten, the kindergarten teacher reported to the parents that he avoided motor tasks such as drawing and derivation and was referred for diagnosis in the child's development. Reported flexibility in the knuckles and as a result, became stiff Holding writing instruments and performing gross-motor tasks, Yanai was treated by an occupational clinic in three cycles of care Adapting to kindergarten settings was without difficulty, throughout the kindergarten years he was sociable, he loved compulsory kindergarten physical activities and participated less in didactic activities and did not acquire mastery of literary names and the letters. Toward the end of the school year, there was a consultation on the question of moving to school. However, it was decided to go to school. In grades 1-3, adapting to school was without difficulties in the social aspect, even though there were no previous acquaintances with children. During Passover in the 1st grade, the teacher went on the substitute teacher reported that Shinai had not mastered reading and writing and described significant gaps in the relationship to the students of the class. Yanai started studying with a private remedial teacher who recommended that he be referred For the integration committee and in the 2nd grade, the integration committee was carried out. Vienna began to receive reinforcement at the school. In the middle of the 2nd grade And during the third grade with the transition to learning from home during the Corona period, Yanai continued to study with the teachers The privacy, in addition to the remedial teacher at the school with whom he studied at that stage through Zoom and Zekot The intensive support he received during the Corona period managed to reduce some gaps.
