Case Studies
Some of the most common problems we encounter are surprisingly, little to do with learning problems, but rather with poor academic discipline or lack of confidence and motivation.
Here are a few case studies that show the variety of different problems we discover in children, and help to make them aware of it.
CHILD A
Child A is studying for his 11 Plus Exam and has a year to go before he takes his exam. While a bright and fast learner, his parents wish him to do well, and do not want to take chances when it comes to the big day. So they bring their child in to take an assessment with us, hoping to identify areas that he could improve in and help him develop a more ordered technique when it comes to answering questions.
Problem: During the assessment the child reveals that he is a fast worker, completing the tests in half the time required. When it comes to marking the tests, the flaw is revealed: he does not read the questions properly. Most of his answers are wrong, indicating that he has poor concentration and comprehension skills.
Diagnosis: The assessors, who watch over every child while they work through our tests, know that he is capable of answering these questions, as they completed a series of one-on-one oral tests with him earlier. This insight shows that he merely needs practice at answering questions thoroughly (concentration) and understanding the nature of those questions and what they ask from him (comprehension). The final score of his assessment also acts as a mock 11 Plus score, indicating that if this problem goes untreated, it would affect his 11 Plus scores badly. In effect, his marks would not reflect his true potential.
CHILD B
Child B has learning difficulties and has been diagnosed as having problems by a professional. The parents are concerned that their child is having problems at school and is not performing to the standards of the national curriculum. As a result, the child lacks self-confidence, and doubts her ability to succeed. The parents hope that our assessments can offer an unbiased, clear picture of where their child is according to her age.
Problem: She is given a general assessment that helps monitor the main areas of her knowledge. She completes the assessment in the allocated time.
Diagnosis: After obtaining the results, the assessors discover that the child is performing on the average scale of the national curriculum. This shows that she is not behind in her knowledge, as her parents thought she might be.
What next?
- Click here to book an assesment, lesson or course now
- Click here to learn more about the ETC Method of Learning
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