"I wanted to use a more focused strategy today to approach (3) very important issues regarding the Praxis I: Reading test: 1) Question Timing, 2) Pattern Identification, and 3) Note Taking. Our first activity today invited the student to take a practice test that I had brought along with me, instead of going through individual questions in a guided manner. I wanted to do this to get her used to the time allotted for the test, and how she would be able to us the strategies we discussed last session in a pressure filled format. The test allows respondents to answers (40) questions in (60) minutes. The student had commented on the fact that she is a slow reader in our first session, and I think that she mistakes this as overly careful. Once we instituted a framework for her to approach each passage last week, she increased the speed and efficiency of her reading in reference to the passages provided on the test. As a precursor to this exercise, I asked her to progress through the practice test just as she would if I were not there. However, I told her I would be following along to "code" each question to see if any fell into categories that were repeated throughout the exam. I think it is important for her to see these overall patterns to increase her ability to actively read, and ask questions of an intrinsic nature before handling the multiple choice items. She completed the exam in just over 46 minutes, allowing 14 minutes to be delegated to extra review in case she had a set of questions that were particularly challenging. It is important to note that I first asked her to use the answer key to grade her exam, which she ended up getting a 171, 4 points below the passing score. I emphasized that her progress would not show up in one week, and that the strategies we are using would begin to take hold after some practice...she was not discouraged and remained diligent in her efforts. Consequently we began to go over each individual question and patterns did emerge that will help us in the future. First, the student displays a common issue that plagues standardized test takers particularly in the Read and Respond format. She reads through a passage once, and does not allow herself to re-read the passage to inform the elimination of answers. Instead, she tries to select the correct answer out of a possible (5) choices, (2) of which are usually designed to give a respondent a difficult choice based on their interpretation of opinion, main idea and contextual evidence. We practiced immediately using the text to eliminate answers, and revisiting the specific section that a question directed the reader toward to make a choice between the two answers. She found that this only affected her answer speed minimally, and given the large amount of time she had remaining, it could be effectively implemented on a future practice test in one of our sessions. Secondly, she has difficulty keeping track of the notes she uses to guide her reading and sometimes fails to consult them while answering questions. Particularly for questions which ask a reader to identify the purpose of a piece or the opinion of the author or actor in the selection. By using the contextual evidence she has gathered, it would increase the likelihood that the various characters, events and themes associated with the reading fall into some kind of pattern. I hope to follow a similar program in our next session, as I think it gives her a multi-tiered approach to understanding her own weaknesses, while also leveraging her strengths."