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CASE STUDY ON R BY: KATIE LAW
DIAGNOSIS AND REMEDIATION OF READING DR. DEE ACKLIE M.W. 9-10:15
Background Information Setting: The case study took place at an OPS Elementary School in Mrs. B’s first grade classroom, room 8. I worked with R in the hallway and in the storage room. R and I would go to the hallway to read and play games. R experienced distraction very easily. We would always go out to read or play games when the bathroom breaks were over so he would not be so easily distracted by other students. With students rarely passing by, and few teachers walking in and out of their rooms, R was still distracted most of the time. In the storage room, he would get distracted with what was around him, so we worked mostly in the hallway. I helped R with his assignments in class everyday. It was difficult to help him, because everyone wanted help and attention also. I had to minimize my time working with him to help the other students. The classroom had minimal noise, but certain students’ noise levels would increase when I walked by. Case: I worked with R during reading class at the OPS Elementary School. I chose to do my case study on R because of the recommendation of Mrs. B. and Mrs. N. They told me he came from a tough home. He exhibited disruptive behaviors and was easily distracted. They also told me that he was very far behind. R was in second grade and read below a first grade level. I started observing R in the classroom and hallway. The middle of April was when I conducted the IRI with R. The results are as follows: Pre-Primer: 15 Primer: 14 Grade 1: 7 (became very frustrated and was jumping and moving all over the place.) Reading Out Loud Pre-Primer: Total of 17 miscues, 12 significant miscues and missed 1 question out of the only two that he answered.
Primer: Total of 19 miscues, 16 significant miscues and missed 1 question. Grade 1: Total of 14 miscues, 10 significant miscues and 3 missed questions. Interventions Used: After I found the results of R’s IRI, I designed five separate lessons to help him become a better reader. The first lesson I did with R was sequencing. I found Garfield and Charlie Brown comics from the newspaper and internet, cut them up, and let him put them together again. He had to read the dialogue in order to find the order of them. I had him read the first grade story of the week, Inca Kingdom, and asked him some questions about what happened in the beginning, middle, and end. He did a good job and was able to tell me, not specifically, what had happened. The second lesson I did with R was phonics bingo. I found bingo cards with basic phonics vocabulary and made all different kinds of bingo markers. I took R in the hallway with other students around his ability level. I read off words and they had to cover the word I said, and as soon as they got three in a row, they yelled BINGO! This made him sound out the phonics in the word, because he wanted to win. He made some mistakes, but really enjoyed playing. The third lesson I did was a game board called Snake Comprehension. I made a windy snake that had all different color squares. He had to draw a card and answer whatever the question was. In this case, it was about the book Pen pals in the U.S.A. I, again, took others into the hallway with us, so he did not have to play alone. He did an okay job. It was hard to get him to concentrate because he was always moving or fidgeting. It motivated him a little more to want to answer the questions because wanted to show his classmates that he could read. The fourth lesson I did with R was a story starter activity. He had to choose a card with a couple sentences of a story, read it, and then tell me a story. He was very active and I knew that he would not have been able to write it down. I hardly got a story out of him, and when I did, I could not understand it. He skipped around so much it was impossible to follow along with what he was telling me. I just listened. He seemed to have a good time, because he was jumping up and down and moving a lot. The fifth and final lesson I did with R was Phonics Matching. I had note cards with a word and then a picture that rhymed with the word. He had to play the game like memory and decide if the words matched. It worked on his phonics skills and memory skills also. He had a good time with this game. He was the only one playing it at the time. He had some trouble with saying the word on the card, but he got the pictures right. R seemed to like this game. He wanted to keep playing it. Behaviors/Interactions: R was disruptive in Reading class everyday. He wanted all the attention to be on him. He wouldn’t listen and just talk to his classmates. He and another girl were the only two second graders in the first grade reading class. They talked and joked around. I had to redirect both of them numerous times. He needed me to stand beside him and help him do the worksheets after they read the book. I asked him the questions orally and he could answer them. It seems he has a hard time reading in class. He doesn’t sit in his desk either. He jumps around and seems to drop his pencil every five minutes so he can get out of his seat and pick it up. Everyone around him tells him to be quiet but he won’t listen. He also didn’t read aloud in class because he was always too frustrated.
Assessment: The assessments I used with R were the interest inventory, (I let him take the interest inventory home. My notes are in the back of the case study though.), oral answers, and reading aloud. (refer to lessons above.) Problem: The big problem I noticed with R was that he could not read basic site words. I also noticed that he had many behavioral issues. It was so hard to get him to sit still long enough to actually read a story or play a game. He gets frustrated so easily when he sees the other students in the class doing what they are supposed to when he doesn’t even know how to begin. He also needs more practice with phonics. R also has a hard time sharing attention with others in the class. Analysis: From the observation and assessment information, I believe that R is handling his behavior better and he is able to read the site words, according to the first grade reading curriculum. I believe he also is accepting the lack of attention better than he did before I started working with him. If R is worked with one-on-one, he is able to do a good job. He has a hard time and still gets frustrated when the class goes to work and he didn’t pay attention to find out what was going on. Accommodating Individual Needs: Each lesson was designed to help R become a better reader. He receives help from Mrs. B. when he needs it and works with his partner in reading class. He has all different kinds of partners and they help each other figure out words or meanings of words. It is beneficial to him to get that kind of help. Word Lists Pre-Primer: 18 Primer: 16 Grade 1: 14 Grade 2: 10 Reading Out Loud Pre-Primer: Total of 3 miscues, 2 significant miscues and missed 0 questions. Primer: Total of 17 miscues, 6 significant miscues and missed 3 ½ questions. He refused to read the rest of the stories because they looked too long and hard, despite my encouragement. He just refused so he only went to the Primer story. Closing Reflection: I learned more than I ever thought I could from doing this IRI. It is truly a beneficial tool for teachers and especially for children. If everyone used this inventory, many children wouldn’t be left behind or fall through the cracks. I really enjoyed finding what R needed help on, working with him, and seeing results. I don’t know if those results are primarily because of his extreme personality highs and lows. It still feels good to know that I may have made a difference in his life. I know that when I graduate, I will use this assessment on my own students to help them become better at reading. Bibliography: Johns, J. (2001). Basic Reading Inventory (8th ed.) Kendall/Hunt Publish. Johns, J. & Lenski, S. (2001). Improving Reading: Strategies and Resources (3rd ed.). Kendall/Hunt Publish.
File Folder Game Ideas Phonics Bingo, Story Starters
Comic Sequences
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