Student Case Study

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Student Case Study : 

Student Case Study Benita Edwards Reading Endorsement-Class II March 2009

You have to motivate and model what you expect! : 

You have to motivate and model what you expect! Take a look at the clip! http://www.youtube.com/watch?v=lSM1mvMypWU

Student Case Study Table of Contents. : 

Student Case Study Table of Contents. Case Study Background Information Attitude/Interest Information Interest Attitude and Motivational Survey Burke Reading Interview Here’s How I feel about Reading Tell me what you like Summary of Procedures and Data Procedures Interpretation of Results and Interventions II. Lesson Plans and Practicum Reflection Student Work Samples III. Parent Letters Greeting Letter

I. Case Study : 

I. Case Study A. Background Information Denecia is a very technology driven child ; I believe this is why we clicked so well with one another. She is currently a 9th grade student at Washington High School, nestled in an urban community. She is an only child who enjoys shopping and talking on her cell phone. Denecia is not found of the ideal of reading for information, she has always struggled in this area. Denecia attempts to put forth much effort to compensate for the gap in her learning.

B. Interest Interview and Surveys : 

B. Interest Interview and Surveys In an attempt to better understand Denecia and her needs, it was important to conduct extensive interview with the student and current teachers. Denecia does not enjoy reading. This is a enormous task for her. She is currently reading on a 5th grade level. She gets frustrated when she has to read literature on her current grade level. I administered the “Interest, Attitude, and Motivation Survey”. This is a survey where there student answers questions that focus on his interest and attitude about reading. In the survey she announced again that she did not like to read. I also administered the Burke Reading Interview. This assessment is designed to give some insight into the knowledge and self-awareness the reader has. I was able to learn Denecia did not have good word attach skills nor did she have strategies for decoding unknown words. Through these assessments I was able to learn that Denecia should have been retained in elementary, a lot of the foundamental skills needed to read she does not possess. These skills should have been taugth in elementary school.

C. Summary of Procedures and Data Procedures : 

C. Summary of Procedures and Data Procedures Over six session period, Denecia was administered a series of assessments that covered phonological awareness, reading , spelling, comprehension , and fluency readiness. The following narrative exlpains the findings from these assessments.

QRI (Qualitative Reading Inventory : 

QRI (Qualitative Reading Inventory The QRI is an informal reading inventory that consistes of word lists and both narrative and expository passages from the preprimer through high school levels. Its main function is to assess studetns’ word identification and comprehension. On the pre-primer level through the fourth grade level , Denecia was able to read all of the words with little hesitation. She frustrated on the 5th grade level.

Critchlow Verbal Language Scales : 

Critchlow Verbal Language Scales The critchlow Verbal Language Scales assesses a students’ vocabulary by asking the student to say the opposite of a series of words. On the this assessment Denecia Scored 40 out of 75 words correctly. The results of this assessment is that he is ability level is Grade 5.

Fry Oral Reading Test : 

Fry Oral Reading Test The Fry Oral Reading Test assesses the oral reading rate and accuracy with which a student reads text aloud. The test consists of a series of short passages with readability level from grades 1-7. Denecia’s independent level is 5, her instructional level is 4, and her frustration grade level is 6. Her rate ranged from moderately fast to slow.

San Diego Quick Assessment of Reading Ability : 

San Diego Quick Assessment of Reading Ability This test measures the recognition of words out of context. The test consists of word lists from pre-primer to eleventh grade and the words in each list are of about equal difficulty. Denecia’s independent level is grade 5 and her frustration level is 6.

Yopp Singer (Phoneme Segmentation Test) : 

Yopp Singer (Phoneme Segmentation Test) This assessment measures the student’s ability to break a word into its component phonemes, or sounds. Denecia scored a perfect score on this assessment .

D. Interpretation of Results and Interventions : 

D. Interpretation of Results and Interventions If given the Georgia Graduation Test in Reading today, Denecia would not pass this assessment , she probably wouldn’t come close to passing. Through her assessments I was able to learn that she is reading at least 4 years below grade level, 5 grade level. The areas of concern are fluency, comprehension, and decoding skills. She lacks personal experiences to have background knowledge. Her comprehension is at the beginning of the 5th grade level. Denecia’s knowledge and motivational factors reveal that there is a need to build Denecia’s confidence. She also lacks motivation which is probably a defense mecognism masked behind her inability to read on grade level.

II. : 

II. Lesson Plans and Practicum Reflection Lesson 1 /Reflection Lesson 2 /Reflection Lesson 3 /Reflection Lesson 4 /Reflection Lesson 5 /Reflection Lesson 6 /Reflection Lesson 7 /Reflection

Denecia’s reading comprehension, fluency, and phoneme assessments. : 

Denecia’s reading comprehension, fluency, and phoneme assessments. Fry Oral Reading Test San Diego Assessment Burke Reading Interview How do you feel about reading Yopp-Singer Test of Phoneme

II A. Other Assessments : 

II A. Other Assessments Persuasive Writing Task Understanding Theme

Case Study VideoIf the video does not play paste the following URL into your browser http://www.youtube.com/watch?v=SwG6PpBYlXM : 

Case Study VideoIf the video does not play paste the following URL into your browser http://www.youtube.com/watch?v=SwG6PpBYlXM

III. Parent Letters : 

III. Parent Letters Parent Letter

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