CASE STUDY

By: Starlet TaylorEDRD 717Kennesaw State University

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

K12 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 from39 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://reportcard2011.gaosa.org.)

Johnson County Demographic Information, paragraph 1, retrieved on September 13, 2013

from http://www.johnson.k12.ga.us/system/demographics.htm).

Leslie, Lauren, and JoAnne Caldwell. Qualitative Reading Inventory. 5th ed. Boston, MA:Pearson/Allyn & Bacon, 2011. Print.