Case Studies – Fluency Strategies

Case Studies – Fluency Strategies

Case Study 1: Mary

In the first case study, the main goal is to have students decode multi-syllable words easily and accurately. To develop the student’s reading skills for multi-syllables, it is important to give the learner multiple chances to read and manipulate words. This approach should not be tied to rigid rule-based methods. The multiple approaches expose a learner to a word and its various parts. The instructor can introduce affixes to teach the learners prefixes and suffixes that are categorized as high frequency. Such prefixes and suffixes include pre-, un-, dis-, -tive, -ing, -ly, and –tive (Toste, Williams, & Capin, 2016). The introduction of these parts of a word supports future reading, especially for multi-syllables. They should be introduced gradually; three affixes daily. The process of introduction includes reading aloud, writing it on the board, and having a choral reading from the learners. It is necessary to have students practice all the pronunciations of the introduced affixes.

These activities are followed by the provision of an example, definition, and generation of other similar words from students, noting it down and reviewing it. This approach can be appropriately implemented using groups of three students. The main instructional principles would take between two and ten minutes. The affix learning would take about two or three minutes, peel-off reading would consume five to ten minutes, and word-building games would take five or ten minutes. Word reading would require five minutes, while text reading takes ten minutes. The instructional method is recommended because of its ability to assist readers with fluent pronunciation of words with multiple syllables.

Case Study 2: Emma

The main goal of this case study is to ensure that Emma can read the various passages frequently. In this particular case, the featured student has difficulties reading due to a low self-concept. To tackle the challenge and achieve fluency, it is important for the instructor to implement a Reading For Life (R4L) model. The program involves volunteering to read with young learners. Its main objective is to ensure that children develop a healthy self-concept. The main milestones that students should achieve include identifying sight words, being aware of phonetics, accurate reading, and gaining comprehension while reading. The implementation process is gradual. It begins with creating a relationship between the learner and the volunteer. This phase should take about five minutes when dealing with a different instructor. Friendly conversations are encouraged as a way of getting to understand the learner (Hornery, Seaton, & Tracey, 2014). It also reduces the learner’s anxiety when they are able to engage in a conversation with the volunteer.

The second stage involves reading and recording sight words, which are typed on flashcards. Once the learner makes eight errors, the session ends, and they are encouraged to take these home for practice. The volunteer focuses on the eight words that the learner missed. To test or develop an awareness of phonetics, the volunteer introduces rhyming words. They then encourage the learner to provide examples of similar words. This stage can take more than ten minutes, depending on the learner’s pace. The reading stage follows as the volunteer and the learner engage more actively. The learner is encouraged to read different words and praised for their achievement. In the cool downstage, the learner chooses their favorite page, and they identify the various sight words that they can read. Finally, achievements are celebrated. The use of this approach is important in ensuring that the learner gains mastery of sight words and phonetics (Hornery, Seaton, & Tracey, 2014). This is expected to lead to fluent pronunciation and improve the student’s self-concept.

Case Study 3: Daniel

The goal is to develop Daniels’ fluency while reading third-grade readings. To improve Daniel’s fluency, the instructor can use voluntary reading. This type of intervention encourages learners to ‘drop everything and read.’ This is expected to give students the chance to discover the pleasure associated with reading. The learners choose the reading material, and all students are encouraged to read for a set period. Reading for pleasure is highly encouraged when using this intervention (Murray, 1999). It is important to make all students aware of the lack of questions, reports, or interruptions. In Daniel’s case, the exercise can be beneficial, especially when it involves all students. When given time to manipulate or play with words while reading for enjoyment, Daniel should develop comprehension for the words and phonetics as well. Encouraging Daniel to read out loudly during these sessions will create a different perspective in his mind about the engagement. As his confidence grows, he might project his voice more and pronounce more words better. Numerous practice sessions will enable Daniel to gain flow and read sentences continuously instead of word for word. Each learner should have at least 10 to 20 minutes to read the text each chooses.

References

Hornery, S., Seaton, M., & Tracey, D. (2014). Enhancing reading skills and reading self-concept of children with reading difficulties: Adopting a dual approach intervention. Australian Journal of Educational & Developmental Psychology, 14, 131-143.

Murray, B. (1999). Two Methods for Developing Fluency.

Toste, J. R., Williams, K. J., & Capin, P. (2016). Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency. Retrieved from https://www.meadowscenter.org/files/resources/1053451216676797.pdf

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It is important to practice the process of reviewing, analyzing, and modifying instruction based on student information. “Case Studies Focusing on Fluency Strategies” provides you the opportunity to practice the cycle of reviewing, analyzing, and modifying, with a specific focus on building students’ fluency skills.

Review “Case Studies: Focusing on Fluency Strategies.”
For each of the three case studies, write a separate 250-500 word analysis that :
• States the academic goal for the case study student.
• Identifies an approach to build fluency skills for reading based on the needs of the student in the case study.
• Describe how you would implement the approach, including the number of sessions and length of time required for the sessions.
• Justifies why that approach is beneficial for the student and provides a rationale for the number of sessions and time needed for the implementation activities.

Support your decisions for each case study with at least one scholarly resource.