Case Study in Fluency and Comprehension
docx
keyboard_arrow_up
School
Saint Leo University *
*We aren’t endorsed by this school
Course
332
Subject
English
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by MinisterChinchilla2965
1
Case Study
Case Study in Fluency and Comprehension Brenda Sanchez
EDU 332: Language Arts Dr. Brown
2
Case Study
In my practicum I work with a small group that are all in need of fluency and comprehension intervention. The group was chosen by the classroom teacher so that students with the most need can receive additional assistance in vocabulary and comprehension. The teacher used the students Iready testing scores to form this group. These students did not achieve
grade level scores in some of the categories causing the results to show they are behind a grade level. This shows that this group struggles in reading which affects their comprehension when reading some form of whether it’s informational or non-fiction texts. The areas that showed deficiencies in reading were in vocabulary, comprehension of fiction, and Non-fiction text. The students in this group will be named Tim, Stacy, and Lucy throughout the paper. Tim is a very outspoken student that does not like school and is a bit of a behavioral problem. Although he does not like school, I feel it is because he struggles with the work that is being assigned so he lashes out to get out of completing work. He does struggle with decoding words and academic language but can read some basic sight words. His comprehension, but when needing to read text
himself it’s a struggle. This struggle is seen in all his subjects. Stacy comes from a diverse background however currently she does not qualify for English Language Learner services. She struggles with understanding vocabulary and decoding unknown words. Lastly, Lucy struggles with fluency and comprehension due to her incapability to understand and decode unfamiliar words as well.
The story that was used for this study came from the students Wonders book. The stories in the book are on grade level along assistance with phonics and super words. I use different strategies to assist the students in their similar and different needs. The plan that I created to assist my students with fluency and comprehension are as followed. First, we discuss vocabulary by reviewing the super words being introduced in the story by using the I do, we do, they do
3
Case Study
method. The super words are by, down, my, and said. I start by pronouncing the word “by” then I
have the students repeat the word and lastly, we repeat the word together. I repeat this step for the
rest of the super words. Then I talk about the vowel blends a_e and i_e ensuring student understand that the first vowel will say its name and the e stays silent meaning it does not make a
sound. Secondly, we do a picture walk through the story so students can see the text features within the text. In understanding the text features and why they are used in the story my students will have a deeper comprehension of the information the text is giving them. The story Land and Grass Art
is about an artist that created waves out of grass in the park. The text explains the process the artist used in completing her artwork. As we do the picture walk, I ask the students different questions about what they see so that students can infer about the text and discuss anything the student may find confusing within the text or text features. As we do the picture walk, I begin to ask the students questions to obtain what background information they have about the story. Start by asking if they have been to a park before and what types of things they see there. All the students stated yes that have been to the park and they see things like slides, swings, and monkey bars just to name a few of their answers. Lastly to work on fluency I have the students read a paragraph each as the other student follow along and then we read the story together. I let the student know which paragraph they are
going to read so that they can look over it and ask help on any words. As we begin to read, I have
the other students follow along by placing their finger on the words being read. If we stumble on a word that the student struggles to read, I allow the student to try and decode the word. If the student is still unable, I ask if they need help. If they answer no I give them more time to figure the word out. If they do need help, I work with them on sounding out the letters of the word. If
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
4
Case Study
words do not follow the rules such as some super words, I say the word and they repeat it. They read the story more than once to help them with fluency. Then I check comprehension by asking the students different questions about the text to check understanding. I ask different questions that allows students to use different strategies to answer the. For example, I ask questions that they can find the answer within the text, authors purpose, central idea, and inferred questions.
One question that I asked the students was, “What is an artist?” I chose this word because
it can describe different types of artists. I let students give me their answers they named artist such as painters, sculptors, actors, and singers. Then I asked, “What kind of artist the person in the story was?” I informed them that she was a landscape artist and I explained that landscape means this artist works with plants, such as trees, bushes, and grass. What the artist does is she shapes certain plants into different forms. In the story she shaped the grass by cutting it into different lengths to make it look like waves of an ocean.