Early Reading

Case Study Analysis and Application of Literacy/Reading Strategies and Theories– Fluency and World Identification: Grades 3-5, Level C, Case 1

Education and training should be a progressive process that requires teachers to impact certain knowledge and skills to children and students as they move from one level to another. Usually, at every stage of learning, children are supposed to learn and acquire specific skills, and teachers are supposed to apply certain literacy and reading strategies to ensure that those individuals with learning difficulties or disabilities overcome their challenges. Usually, at the very basic level (probably in lower grades), beginners must become aware and conscious of the specific sounds and grouping of sounds within the written and oral languages (Denton & Otaiba, 2011). When dealing with particular problems of each student, teachers should identify specific teaching goals, strategies to use, and, if possible hands-on activities that can assist them in achieving the set goals.

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This case study, therefore, specifically focuses on identifying the fluency and word identification difficulties of a 4^th-grade, nine-year-old Nathan. Nathan is an active pupil who likes schools and performs extremely well in social studies and sciences, especially when hands-on activities are used in learning and when materials are read aloud. However, Nathan has one major problem – he struggles in reading class. Also, Ms. Chekov, his teacher, notes that Nathan has problems decoding unfamiliar words and cannot read certain sight words. As a result, Nathan can read only 55 words per minute instead of 79-128 words. Ms. Chekov and the parents have also noted that the student’s positive attitude fades away as the reading increasingly becomes difficult. This case study identifies goals for Nathan, offers strategies that can be used to achieve each goal, and gives an example of a hands-on activity that can aid in the attainment of one goal.

Goals for Nathan (Client)

To help Nathan to be able to decode unfamiliar words.
To assist Nathan in recognizing sight words and better his reading fluency, speed, and accuracy from 55 words per minute to between 79 and 128 words per minute.
To help Nathan develop a positive attitude as the reading increasingly becomes challenging.

Strategy for Each Goal

Several strategies can be used to achieve the three goals set for Nathan in the section above. For example, the DISSECT (discover, isolate, separate, say, examine, check, and try) technique can assist the student in decoding more difficult and unfamiliar words (goal one). The first step in the DISSECT tool is to help Nathan discover or identify the context, which he can use to find the unfamiliar words. This can be done by prefix isolation, suffix separation, and saying the stem or root word (Cornoldi & Oakhill, 2013). If Nathan cannot identify the word at this stage, the next step is to allow him to examine the word stem by applying the rules. Nathan can also be advised to check with a colleague or teacher or search for difficult, unfamiliar words in the dictionary.

Secondly, independent reading can improve Nathan’s ability to recognize sight words and boost his reading fluency, speed, and accuracy. Specifically, independent reading techniques can assist Nathan in reading between 79-128 words per minute rather than 55 words per minute more fluently, faster, and accurately. Nathan can be encouraged to adopt independent reading and to use self-correcting materials, such as puzzles, to improve his reading speed.

Finally, peer tutoring can help Nathan develop a positive attitude as the reading increasingly becomes challenging. Peer tutoring is a technique employed to encourage kids to work collaboratively, with the teacher-selected expertise enforced in an organized and structured way (Falk & Wehby, 2001). In particular, this can be implemented by reinforcing desired learning/teaching behaviors during reading sessions. This can be achieved by implementing class-wide peer tutoring in which Nathan and his classmates are placed into teams and awarded points for reading accurately, following instructions, interacting accordingly, and answering appropriately. This can encourage Nathan to continue reading even when the unfamiliar words get tougher.

Hands-on Activity

Several hands-on activities (whether practiced during independent sessions, small group meetings, or peer-tutoring sittings) can aid Nathan in achieving specific goals. For example, syllabication activities can improve Nathan’s ability to decode unfamiliar words (goal one). In small groups, Nathan and his team members can be required to sort unfamiliar words by prefixes (such as Pre- and Re-), according to patterns (such as CVC and CVCe) and the six syllables. According to Cornoldi & Oakhill (2013), teacher guidance is needed to ensure each group completes their activities appropriately, with corrective feedback instantly given.

Similar Post: Interpersonal Reflection

References

Cornoldi, C., & Oakhill, J. V. (2013). Reading Comprehension Difficulties: Processes And Intervention. Routledge.

Denton, C. A., & Al Otaiba, S. (2011). Teaching Word Identification To Students With Reading Difficulties And Disabilities. Focus on Exceptional Child, 7. DOI: 10.17161/FEC.v43i7.6911

Falk, K. B., & Wehby, J. H. (2001). The Effects Of Peer-Assisted Learning Strategies On The Beginning Reading Skills Of Young Children With Emotional Or Behavioral Disorders. Behavioral Disorders, 26(4), 344–359.

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Question

CASE STUDY ANALYSIS

This Case Study assignment is designed to help you make an application of course content to reading/literacy. This case study has you focus on strategies you can use to help struggling readers. Choose one of the attached documents to complete this assignment (Early Reading or Fluency & Word Identification) in the Reading and Study folder for week 6. Choose any level C case to complete. Answers the questions at the end of the case study.

Early Reading

You will write a review of 2-3 pages in the current APA format, including a title page. Be sure to consider the literacy needs of struggling readers in your classroom. Provide a rationale for your diagnostic impressions using criteria from the Star Sheets, which are included in the packet, also other educational journal sources to support your answers. The goal is to present, in writing, the basis for your diagnostic impressions.

Make sure your recommendations are relevant to the case, can be implemented, and have support from at least the chosen required documents, adding citations and reference(s) from these scholarly sources.

Resources:

https://learn.liberty.edu/bbcswebdav/pid-39859577-dt-content-rid-476168447_1/courses/EDSP360_B02_202030/EDSP360_LUO_8WK_DEV_ImportedContent_20180908041757/Reading%20Case%20Study_ICS_002_early_read.pdf
https://learn.liberty.edu/bbcswebdav/pid-39859577-dt-content-rid-476168448_1/courses/EDSP360_B02_202030/EDSP360_LUO_8WK_DEV_ImportedContent_20180908041757/Reading%20Case%20Study_ICS_006_fluency_word_id.pdf
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf