EDRD 7717 Case Study

1. EDRD 7717Case Study Mary Kaish EDRD 7717 Dr. Coffey, Kennesaw State University

2. Introduction • “Ben” • 5 years old • Pre-K at private school • English speaker • Emerging reader • Overall enjoys reading • Motivated • Bright • Mature

3. Introduction • “Ben” • Enjoys playing with his friends • Interacts well with others • Does not get in trouble often • Usually quiet in class • Hesitates to raise his hand in case he is wrong • Completes his work when asked

4. Parent Conference • Met with Ben’s mother in early fall • Expressed that Ben had been showing interest in reading at home • Wasn’t sure what next steps to take • Wanted to be able to give him skills and strategies to work with while reading • Agreeable and excited to see his progress

5. Informal Assessment • QRI-5 • Read Pre-Primer 1 Word List at Instructional Level • Read Pre-Primer 2/3 Word List at Frustration Level • Read Pre-Primer story “I Can” at Instructional Level • Read Pre-Primer story “I See” at Frustration Level Surprised at impressed at his results Ben never got discouraged

6. Informal Assessment • Determined that Ben had great background knowledge and familiarity with stories and words • Ben reads many words from memory • He is often reluctant to sound words out • Unsure how to decode • Despite knowledge of letter-sound correspondences he does not use them while reading words

7. So… What Next? • Decided I would work with Ben to help him use all that he has in his schema to read words • I would activate his prior and background knowledge before during and after reading • Give Ben skills and strategies that he can pull from during reading • Evaluated the 5 components of reading and how they applied to Ben • Made sure Ben’s mother was on board and willing to work together on this- she was 

8. Working Together • Able to pull Ben aside to work one-on-one a few times a week • Used results from QRI-5 as guide and planned briefly from there • Tried to make skills and strategies something he would use consistently while reading • Wanted him to be confident enough to read independently and able to comprehend • His mother also helped work with him at home

9. Formal Assessment • K12 Placement Tests- Basic Phonics Assessment • Letter Recognition: 13/13 • Letter Writing: 10/13 • Rhyming Words: 3/3 • Compound Words: 3/3 • Syllables: 3/3 • Sounds: 3/3 • Phonemes: 2/3 • Counting Sounds 0/2 Assessment stopped

10. Formal Assessment • Showed that Ben still heavily relies on background knowledge to help him • Despite the skills and strategies we tried to instill in him, he still does not like to sound out or decode words • Proves that Ben is still an emerging reader, but is able to experience success • Shared the results with Ben’s mom again

11. What This Taught Me… • Working one-on-one with a child can present many challenges and struggles, especially when the child is reluctant to learn things • Allowed me to complete these types of informal and formal assessment firsthand and then apply it directly to a student • Gave me a chance to further break down the 5 components of reading and how they relate to the children in my classroom • To feel more confident as a reading educator going into the future