Client Profile
Name: Riya S. (Name changed for confidentiality)
Age: 8 years 4 months
Gender: Female
Class: Grade 3
Diagnosis: Learning Difficulty with Poor Academic Skills
Referred by: School Teacher
Background Information
Riya was referred to the Child Development Centre by her class teacher, who observed that she struggled with reading comprehension, written expression, and basic mathematical concepts. Her parents also expressed concerns that she took a long time to complete homework and often avoided reading tasks.
Developmental milestones were achieved on time, and hearing and vision screenings were within normal limits. However, Riya often displayed low confidence when faced with academic work.
Assessment Findings
Cognitive and Academic Assessment:
- Attention & Concentration: Mildly reduced; easily distracted during written tasks.
- Reading: Difficulty in decoding unfamiliar words; slow reading speed.
- Writing: Poor spelling, letter reversals, and difficulty forming sentences.
- Mathematics: Struggled with number concepts and word problems.
- Memory & Sequencing: Average short-term memory, below-average working memory.
Psychological Screening:
- Average intellectual ability with specific weaknesses in language-based learning tasks.
Therapy Plan
Goals:
Intervention Strategies:
Progress Over 6 Months
After consistent weekly sessions, Riya showed steady progress:
- Reading fluency improved from 35 words/min to 65 words/min.
- She began writing short paragraphs independently with fewer spelling errors.
- Mathematical understanding improved, especially in addition and subtraction.
- Teachers noted increased class participation and confidence in learning activities.
Outcome
Riya achieved her therapy goals over six months and was successfully transitioned to a home-based academic support plan. Her school performance and self-esteem showed notable improvement, and she began to enjoy reading short storybooks independently.
Therapist Remarks
“Riya’s journey highlights the importance of individualized academic intervention and the power of motivation in learning. Early identification and consistent support can transform a child’s approach to education.”
