Phoebe – Year 5

Phoebe began working with Educate Tutoring in Term One, 2019 to access academic support. She has been following a Spalding-based program focusing on the sound/symbol connection, word analysis and developing decoding and encoding skills.

The graphs below show Phoebe’s spelling progress.

SPELLING ASSESSMENT

Word Encoding

At the time of initial assessment, Phoebe’s chronological age was 11 years and 7 months. Her equivalent spelling age** was 9 years and 4 months, approximately 2 years and 3 months below the expected level for her chronological age. 

After only five months of tutoring when Phoebe’s chronological age was 12 years, her equivalent spelling age was 10 years and 2 months. This showed an overall increase of 10 months, which was now 1 year and 10 months below the expected standard for her chronological age, showing that she had begun to close the gap.

After another 11 months of tutoring (1 year and 4 months in total) when Phoebe’s chronological age was 12 years and 11 months, her equivalent spelling age was 11 years and 10 months. This showed an overall increase of 2 years and 6 months from her initial assessment, which now showed that she was now spelling only 13 months below the expected standard for her chronological age.

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Phoebe arrived at Educate Tutoring with a diagnosis of a Specific Learning Disorder in reading and written expression.
Following her participation with a program of explicit, multisensory instruction in literacy, in both paired and individual settings, Phoebe has made tangible steps towards overcoming the challenges presented by this diagnosis.
Her tutor has expressed how rewarding it is to observe Phoebe’s perseverance and active engagement with her learning.
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* Student details have been changed.
** Equivalent spelling ages calculated using standardised test norms.

Please note these results were obtained through an individual Academic Intervention Program consisting of weekly one-hour tutorials over a seven month duration. 

Educate Tutoring cannot guarantee results as student progress is dependent on a range of factors including but not limited to:

  • Consistent tuition attendance
  • Family commitment and support
  • Student engagement