You, Mary’s science teacher, observe that Mary is sometimes actively involved in classroom discussions and can answer questions well. At other times, she does not contribute positively to the verbal interaction in class; she is restless, even disruptive, during some science lessons. Recently, you had to send her to the principal’s office several times during one week because of her distracting behavior. During a personal interview with Mary, you find out that she enjoys science and is very interested in this subject but that she has difficulty understanding what she is reading in her science text. With some direct questioning, you determine that Mary’s background information and listening comprehension skills are well developed in science, but her limited reading vocabulary is greatly affecting her ability to understand what she reads. Mary is a proud child who takes pride in “showing off” her knowledge in science. She indicates that she is embarrassed when the class discussion is based on the previous night’s reading assignment, and she is upset when she cannot be a leader in the discussion because she could not fluently read it. Mary is coping with her embarrassment by using an avoidance technique. She has decided that it is better to act out and be sent to the principal’s office than to be called on in class and humiliated by her inability to answer the questions. What would you do?