By Starlet Taylor EDRD 717 Kennesaw State University

By: Starlet Taylor EDRD 717 Kennesaw State University CASE STUDY

Introduction The purpose of this study is to improve the literacy success of a struggling reader. The assessments and interventions performed were designed to identify the student’s strengths and weaknesses.

School Demographics Participants attend Johnson County Elementary School, located in Wrightsville, Georgia Population of about 600 students Percentage of students meeting and exceeding standards was 85. 26%.

Classroom Demographics Jenifer’s classroom has eighteen students. Classroom consists of 10 boys, and eight girls One student is Hispanic, nine are African American, and eight are Caucasian. 5 students that are low readers, about seven that are good readers, and about six students that are proficient readers

Student Information “Jenifer, ” is a Caucasian girl Third grade student who has struggled with reading her entire academic career. Scored 40% out of a 100% on her reading pretest Beginning of the year Dibels score was 39 words per minute Retell score was ten Reads on a Pre-kindergarten level

Informal Assessments Pre-Primer 2/3 words- missed 2 out of 20 90% of words correct Primer words – missed 7 out of 20 words Frustration level Distracted easily

Informal Assessments Cont’d Read the passage I See without any miscues Read Just Like Mom and miscued on this passage frequently Became frustrated Miscued six times while reading Just Like Mom

Informal Assessments Cont’d Retold 12 words out of 44 Weaknesses were staying on task and comprehension During the explicit questions, Jenifer was only able to answer two questions correctly. Frustration level

Formal Assessments K 12 reading placement Assessment Administered the Reading Assessment 2 Part A and Part B Completed 15 out of 25 questions correctly for Reading Assessment 2 Part A Complete 16 questions on the Reading Assessment 2 Part B. Answered 8 of them correct

Tutoring Literacy instruction: phonics, fluency, vocabulary, and comprehension Four times a week for 30 minutes One-on-one instruction in quiet area Phonics and vocabulary practice with one grade level below word lists Fluency practice with passages using words in word lists Comprehension practice with passages by answering questions

Conclusion Participant Dibels scores increased from 39 words per minute to 60 words per minute Problems with staying on task and comprehension Great small group literacy instruction is needed for this student to succeed. Tutoring is beneficial because it allows the student to have hands-on experience with the teacher in a one-on-one setting.

References 2010 -2011 Report Card, Johnson County Elementary School, retrieved on September 13, 2013 from http: //reportcard 2011. gaosa. org. ) Johnson County Demographic Information, paragraph 1, retrieved on September 13, 2013 from http: //www. johnson. k 12. ga. us/system/demographics. htm). Leslie, Lauren, and Jo. Anne Caldwell. Qualitative Reading Inventory. 5 th ed. Boston, MA: Pearson/Allyn & Bacon, 2011. Print.