Reading Case Study By Megan Kimmel EDRD 7717
Reading Case Study By Megan Kimmel EDRD 7717 Fall 2013
About the Student First grader Speaks English as a second language Asian-American Enjoys coming to school Very social and likes to make people laugh May lack focus and attention during learning When reading, he tries to sound out the word letter for letter
Parent Interview Parents were born in Japan Speak Japanese and English at home Strongly value education Worried that their son is not progressing in reading Notice a lack of attention and motivation when completing work and assignments Involved and provide support at home in order to help further achievement
Informal Assessments Word lists from the Qualitative Reading Inventory- 5 (QRI-5) Results include: Independent reading level is in the Pre-Primer 1, scored 94% Pre-Primer 2/3 word list scored a 70%. This can be identified as the Instructional level because his scoring range falls in the 70 -85% range. Frustration Level is the Pre-Primer 2 word list where he scored a 65%. The frustration level occurs with results under 70%.
Formal Assessment Basic Phonics Assessment was administered from K-12 Placement Tests. Results: Recognized all letters in uppercase and lowercase Correctly identified letter sounds Phonemes-struggled with separating the individual sounds of the words. Rhyming words- confused beginning letter sounds with rhymes Struggled in listening to a sentence read aloud and writing it verbatim, lacking punctuation.
Writing Sample Demonstrated excellent fine motor control Writing sample contained one sentence written in with all lowercase letters Evidence of his work placed him in Level 5 of the Blackburn-Cramp Developmental Writing Scale Wrote familiar words Demonstrated initial consonant sounds for the beginning of a word Used invented spelling Demonstrated correct spacing in between words
Parent Conferencing Results of the assessments were discussed in detail Activities to work on include Phoneme segmenting and blending Comprehension Improving listening comprehension Building vocabulary Instruction should include: Working with teacher one-on-one or working with small group to receive individualized instruction Buddy reading and discussion partners Read alouds and audio recorded stories
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