In the case study, the student’s forename and surname are abbreviated because of ethical considerations. Student N is a 10-year-old boy who experiences difficulties with the completion of reading assignments. The assessment of his emotional maladjustment (see table 1) was undertaken due to the fact that serious reading problems can be accompanied by emotional adjustment problems (Gipe 81). The template was modified for obtaining comprehensive results. The column “Notes” is included in the table to clarify some findings or interpret parameters associated with ambiguities.
Table 1
Checklist of Student N.’s Symptoms Associated with Emotional Maladjustment
(Gipe 408).
N’s reading-related problems act as stressors, aggravating his emotional state. During recitation, N cannot find the right words or recall the content. He speaks in a trembling voice and frequently stammers or even stutters while reciting. N often displays implicit antagonism towards reading. He refuses to read orally or recite and justifies his refusals by somatic complaints, such as a headache or stomachache. However, his medical examination has never revealed any pathology. Such complaints are opportunities to delay or avoid recitation. Sometimes, N ignores the teacher’s questions, pretending that he has not heard them. The assessment findings testify to interconnections between student N’s learning problems and his irrelevant emotional adjustment.
Given the fact that the more effective stress coping mechanisms are, the better children’s emotional adjustment is, psychological counseling is recommended (Ordóñez et al. 313). However, teaching approaches should be modified, involving methods that are more flexible as follows:
- The creation of the environment that will assist N’s progress in acquiring literacy (Gipe 83);
- The provision of “ample reward and reinforcement” (Gipe 85);
- The development and implementation of individualized assignments and differentiated instructions;
- The application of engrossing didactic games and role-plays to eliminate N’s fear and nervousness during recitation;
- The selection of reading content in accordance with N’s psychosocial and cognitive peculiarities;
- The use of appropriate Internet-based resources, such as blogs, live journals, and so forth, for reading;
- The promotion of N’s cooperation with other students via learning in student-led groups or student dyads.
Summing up, taking into consideration varying degrees of students’ readiness and emotional adjustment, a teacher should implement educational activities and instructional strategies in accordance with learners’ needs and abilities. By transforming the classroom environment into a supportive, student-oriented, and facilitative medium, a teacher will be able to neutralize N’s problems with reading assignments and increase his literacy.
Works Cited
Gipe, Joan. Multiple Paths to Literacy: Assessment and Differentiation for Diverse Learners, K-12. 8th ed., Pearson, 2014.
Ordóñez, Ana, et al. “Somatic Complaints, Emotional Awareness and Maladjustment in Schoolchildren.” Anales de Pediatría, vol. 82, no. 5, 2015, pp. 308-315.