Case Study Report Paige Gwyin
docx
keyboard_arrow_up
School
Des Moines Area Community College *
*We aren’t endorsed by this school
Course
538
Subject
English
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by KidFreedomOyster34
Case Study Report:
Name:
Sheldon
School:
Howe Elementary School
School Address: 2900 Indianola Ave., Des Moines, IA 50315
Grade
: 3
rd
Tutor
: Paige Gwyin
I.
Contextual Factors:
Sheldon is in third grade and is a student at Howe Elementary School. The student lives with his mother and father. His mother owns a restaurant, and he enjoys being able to work there and help her out as much as he can. He loves to play football and other sports and loves to talk about them and write about them. The student writes because it is required in class. Although he doesn't dislike it, it isn't his favorite part of school. When he does write, he often writes about his weekends, his opinions, or his life experiences. Rather than writing long assignments, he prefers to write short stories. Reading is also a subject he does because it is required rather than because he enjoys it. Fiction and nonfiction books are among the types of books he enjoys reading. In addition, he enjoys reading how-to books or books he finds easy to understand. His academic abilities were affected by a negative learning experience he had during second grade, resulting in him losing confidence. Eventually, Sheldon's educational development
slowed and, at times, declined. Academic and behavioral evaluations had been completed for him as well, and his parents were responsive and supportive at all stages. According to a reading
attitude survey, he enjoys reading non-fiction, chapter books, biographies, and other genres for fun.
In the first tutoring session, the student completed several pre-assessments to determine what literacy skills needed improvement. Many of our tutoring sessions were driven by those results. The Primary Spelling Inventory (PSI) from Words Their Way revealed that Sheldon has reached the Within Word Pattern stage. As he learns other vowels, he was able to demonstrate proficiency with common long vowels. The student tested at the early third-grade reading level on the Basic Reading Inventory (BRI). According to the accuracy and comprehension results, he was also working at a third-grade level. The BRI assessment revealed that the student repeatedly read the same sentence. The Quick Phonics Screener (QPS) (Quick Phonics Screener, 2014) and the Six Syllable Types-Plus! assessment (Six Syllable Types-Plus!, 2012) identified the need for direct instruction in decoding multisyllabic words and words ending in common letter combinations, such as s, ed, ing, er, est, and y. As part of his phonics lessons, the student's special education teacher uses Quick Phonics Screener (QPS) task one and two and records his progress.
II.
TUTORING PROGRAM
There were 13 tutoring sessions scheduled twice a week, each lasting one to two hours. After the assessments were completed, a consistent format was followed. Students reread familiar texts, usually books introduced during tutoring sessions, to ensure consistency and accuracy. Following that, a word-work or phonics activity was then completed between the teacher and student. Once the student has learned the new reading strategy, the teacher will read aloud a new passage and introduce new material that the student will read by using that strategy. Lastly, each session would include a writing component to wrap up the learning.
For the tutoring sessions, the teacher set three primary goals. In order to demonstrate accuracy and appropriate rate of reading, the first goal set in accordance with the BRI assessment
was to read fluently while applying reading strategies. QPS and Six Syllable Types-Plus results resulted in the second goal! assessments. Secondly, multisyllabic words should be identified appropriately and automatically when encountered. Lastly, the student is asked to connect their personal experiences with the text, which is an extension of comprehension.
III.
READING PERFORMANCE
As an experienced tutor, I decided to use the Basic Reading Inventory again for my tutoring sessions. As a result, it was determined that the student requires assistance in accuracy and comprehension. The student exhibited an instructional level at grade 3 and independent level
at grade 2 when reading passages. Reading comprehension levels varied between grades 1 and 2 with grade 2 having a higher instructional level. One of the student's teachers at school and his mother both let me reach out to them since I know them and know the student fluctuates with some results. Further inspection of the BRI passage results revealed that the student had several repetitions, which prevented him from understanding the parts of the text and affected the miscues. I then taught strategies to increase fluency and comprehension of reading while practicing reading aloud during tutoring sessions, based on the results. During tutoring sessions and in class, Sheldon frequently reread familiar texts and read independently to improve his reading fluency. I used a variety of strategies for fluency instruction in my tutoring sessions. As an independent study tool outside of tutoring sessions, he found audiobooks to be useful and enjoyed listening to them. Our other strategy for supporting his fluency development was to echo read. When echo reading, a phrase or sentence would be read by the teacher, followed by the student echoing it back with the same pace and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
pronunciation. It was helpful in introducing unfamiliar words or multisyllabic words to students who had difficulty comprehending more difficult texts.
Taking a closer look at the number of repetitions in the reading passages, the BRI showed
some progress towards the fluency goal. After the passages were assessed, the results indicated the student's independent reading level was still at a second-grade level and his instructional level was still at a third-grade level. On the other hand, based on the comprehension, his independent level shifted from first and second to third grade, making him “grade-level”. In both
independent reading and instructional reading, repetitions were lower.
By using the BRI, I could monitor/assess students' progress with making connections between texts and their personal experiences. The BRI showed significant improvement in the ability to understand reading. With each grade level, the student's level of independent comprehension increased even if it was minimal. To help the student make connections between personal experiences and text, other than tutoring, teachers provided writing prompts that the students independently responded to. In addition to providing additional practice for the student, the journal writing prompts promoted deeper reflection.
The final objective of our tutoring sessions was to equip students with strategies for identifying unknown words appropriately and automatically. In order to achieve this goal, phonics strategies and word work activities were used. The pre-assessment of the Primary Spelling Inventory from Words Their Way
indicated that the student fell in the middle of the within word pattern, requiring further development with familiar long vowels, especially /oa/ and
/igh/. The post-assessment revealed proficiency in the use of common long vowel sounds and increased knowledge of subsequent vowel sounds.
IV. Suggestions for Continued Growth in Reading
For parents, my suggestion would be to engage their children in discussions throughout reading, encouraging them to think more in depth when they ask questions. For example, “What motivated the character to say or do that? ”, “What do you think may have led that to happen? ”,
and “
In similar circumstances, how would you feel about that?”. Furthermore, suggest reading books in a variety of genres and reading aloud to your children. Practicing reading and answering comprehension questions with CommonLit will continue to be a valuable learning tool.
For the teacher, I'd recommend encouraging opportunities that allow students to read aloud to each other. For example, small group discussions can be facilitated between peers in order to promote deeper thinking and give students the chance to connect with a text on a personal level. Lastly, developing word work activities with the student and emphasizing multi-
syllable words as well as prefixes and suffixes is essential to a student's academic success.
References
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction.
Hoboken: Pearson
Education, Inc.
Devries, B. A. (2019). Literacy Assessment and Intervention For Classroom Teachers.
New York: Routledge.
Johns, J. L., Elish-Piper, L., & Johns, B. (2017). Basic Reading Inventory.
Dubuque: Kendall Hunt Publishing Company.
Six Syllable Types-Plus!
(2012). Retrieved from Learning connection:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help