Case Study:
Plan of Action For Ashley
ee,ea, ai, ay, oa, ow, ou, igh
Irregular words
CVC words
Vowel R
Reading of nonsense words
OW-
Sight words-- average (fry words) maybe time her, challenge level one-- 20 words
listening comprehension 95 %
word attack/ phonics above average
listening: above average
comprehension of words: average
passage comprehension above average
word identification
fluency
Syntheses of information:
Student: Ashley
Grade:5th
School: The Learning Academy
Identify factors impeding the student’s reading development in each of the reading components:
-
Phonological awareness, Phonics, Oral Language, Fluency, Vocabulary, and Comprehension:
Tension prevents her from reaching full potentional in these areas, though she is at or above grade level in most areas.
-
What language difficulties does the student have?
Spelling, r controlled words, word identificitation and fluency
-
Overall, how does this student’s reading acquisition compare to other students his/her age? (What should he/she be doing at this level?)
Compared to other students: Above Average
This level: Ashley should be reading about 120 words per minute. She reads fairly well but has not met her goal of 120 yet. She reads at a 6th grade level.
-
What additional assessments will be completed on this student? Give the reason for the assessment? (What will the information provide?)
Assessments Given:
Woodcock Reading Purpose
Reason:
define their decoding, listening, fluency and comprehension skills
Assessments to be Given:
Another Woodcock Reading Test may be administered to see progress.
Reason:
define their decoding, listening, fluency and comprehension skills
Other Assessments:
Ashley will be given a book to read. Every week she will read a few pages to one chapter. During the reading, I will focus on fluency, word recognition, and sounds in words, including ou,oi,ow,oy and r-controlled words.
-
What is the initial plan for remediation for this student? Be detailed – Use the 5 Ws and 1H as a framework, and keep in mind the interests of the student.
Who: Ashley and I
What: Oi, Ou, Oy, Ow sounds, R-controlled sounds, Fluency of reading and comprehending.
Where: Work on words given to her randomly, work of sight words off of the Fry list, work on reading a story, and finding words from the story.
When: Every wednesday
Why: Though Ashley is above average in most reading components, she lacks in word recognition and word rate for fluency.
How: I will be working with Ashely on building sight word vocabulary, as well as sounds, and fluency.