Struggling (Slow) Learners

Q: What does it mean to be a struggling learner or slow learner?

A "slow learner" is not a diagnostic category; it is a term people use to describe a student who has the
ability to learn necessary academic skills, but at rate and depth below average same age peers. In
order to grasp new concepts, a slow learner needs more time, more repetition, and often more
resources from teachers to be successful. Reasoning skills are typically delayed, which makes new
concepts difficult to learn.

Q: What are some of the characteristics of a slow learner?

Some of the characteristics of a slow learner are as follows
 Functions at ability significantly below grade level.
 Is prone to immature interpersonal relationships.
 Has difficulty following multi-step directions.
 Lives in the present and does not have long range goals.
 Has few internal strategies (i.e. organizational skills, transferring/generalizing information.)
 Scores consistently low on achievement tests.
 Works well with "hands-on" material (i.e. labs, manipulative, activities.)
 Has a poor self-image.
 Works on all tasks slowly.
 Masters skills slowly; some skills may not be mastered at all.

Q: What are some of the challenges educationally for slow learners?

A slow learner has difficulty with higher order thinking or reasoning skills. This suggests that it will
be more challenging to learn new concepts. New skills need to be based upon already mastered
concepts. This can be difficult when the majority of the class has already mastered a concept and is
moving on while the slow learner needs more time. This can lead to gaps in knowledge and basic
skills. The more gaps in a content area, the more challenging it is for anyone to learn new concepts.
It's also important to recognize that these students are typically keenly aware they are struggling and
self confidence can be an issue. They are prone to anxiety, low self image, and eventually may be
quick to give up. They often feel "stupid" and start hating school. They spend all day doing
something that is difficult for them and it can be very draining. Finding other activities that the
student can be successful in is very important. There should be emphasis on strengths as well.
 Q: Why are they often not eligible for Special Education?
Special Education services are provided for students who have a disability. Slow learners typically
do not have a disability, even though they need extra support. Cognitive abilities are too high to be
considered for an Intellectual Disability. However, the abilities are usually too low to be considered
for a Learning Disability. Slow learners tend to perform at their ability level, which is below average.

Q: What are some classroom recommendations?

Some recommendations are as follows:
i. Repetition, repetition, repetition. You might feel like you are saying the same thing over and
over, but it helps make a concept more concrete. Encourage other activities in which the child
can experience success and keep them connected.
ii. Differentiated Instruction: Tutoring. This helps fill in gaps in basic skills and it helps a
student stay caught up. Teach study skills to help them become more efficient in studying.
Teach important concepts and leave out some of the less important details.
iii. Peer tutoring: It is of the most effective strategies for slow learners.

Q: Suggest few ideas to work with slow learners.

Some ideas to work with slow learners are as follows:
 Reduce distractions by providing a quiet, private place to work.
 Emphasize strengths. Use lots of praise and reinforcement frequently.
 Make lessons short. Limit working time. Have several short work periods rather than long one.
 Add variety to the academic routine. Do active things and use educational games, puzzles, and
other techniques as much as possible.
 Work on material that is somewhat challenging but allows success. Work that is too hard or too
easy is a turn-off; avoid them.
 Make learning fun and comfortable. Your positive attitude is very important.
 Encourage child to talk to you. Ask what he did in school. Ask what the best part of his /her day
was. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done,
and plans to do.
 Go over his/her daily work to reinforce the learning. Slower learners need repetition.
 Provide meaningful, concrete activities rather than abstract.
 Give short specific directions and have your child repeat them back to you.
 READ! Set an example by reading yourself. Read to your child and have your child read to you.
 Parents should work closely with the teacher.
 Encourage your child to explore areas of interest to him/her.

Q: Suggest few Interventions to meet the needs of the Slow Learner.

Some interventions to meet the needs of the Slow Learner:

Management
Environment Materials Assignment Miscellaneous
Techniques
 change seating  use a variety:  simplify and/or  employ direct,  refer to the
 reduce calculators, shorten positive contact Student Study
distractions typewriters,  make  provide Team for
(e.g. study learning games, individual immediate alternative
carrels) etc. contracts feedback ideas
 use parent  incorporate all  try alternative  circulate  discuss ideas
volunteers learning styles instructions and around the with other
 cross-age (auditory, testing (e.g. art room school
tutors, aides, visual, work, use of  call student's personnel
and peer-tutors kinesthetic) tape recorder, name or touch  review cum
 allow for  use materials verbal vs. them before folder
grouping with available from written giving  restructure
other classes Chapter I and responses, directions expectations
 compensate for other sources "show me"  write directions
physical  incorporate techniques, on board or
problems of computers as a mapping and give each
classroom tool for clustering) student a sheet
 reduce the instructions,  require shorter of directions
length of school drill, and tasks  provide
day reinforcement  give specific opportunity for
 give the student  use advance instruction built-in success
time out of his organizers  have student
seat to let off  use repeat
energy heterogeneous assignment

 cross-classroom grouping directions

grouping  use cooperative orally

grouping
 provide guided
practice for
skills taught