Basic Reading Case Study

1. Basic Reading Case Study The team determined that she is struggling with reading comprehension. They decided that her reading rate was too slow so by speeding up her reading rate and additional guided reading intervention, she should improve her overall reading comprehension skills. Angela is a 6th grader in a k-8 schools. She hit her reading benchmarks in K, 1st and 2nd Grade. She was proficient on state testing in 3rd grade, then dropped to partially proficient in 4th and unsatisfactory in 5th grade. She was presented to a problem solving team to help determine her needs. After additional data was collected they changed the intervention to include three days of multi-syllable word reading strategies and mastery of advanced graphemes typically found in words that are found in middle school. They continued guided reading but reduced it to two days a week with a focus on transferring the spelling skills into the reading. Probe 3 96 WPM 93% accuracy Probe 4 104 WPM 94% accuracy (She hit the 4th grade expectation for the fall and was moved to 5th grade probes) Probe 5 88 WPM 89% accuracy Probe 6 95 WPM 92% accuracy Since she was making steady progress they continued with the intervention. Probe 7 105 WPM 94% accuracy Probe 8 115 WPM 94% accuracy Probe 9 120 WPM 96% accuracy See graphs on the next page She was placed in a 40 min intervention group receiving a reading fluency intervention two days and an additional guided reading intervention three days a week. Progress monitoring occurred bi-weekly using oral reading fluency measures. On the other week they completed a running record. She was progress monitored at her instructional level which is at the 4th grade level. Probe 1: 84 WPM 87% accuracy Probe 2: 88 WPM 84% accuracy Probe 3: 84 WPM 86% accuracy After three weeks of not showing growth, the team approached a special educator for advise on how they might adjust their instruction. The special educator was concerned about the low scores for accuracy. She suggested a phonological awareness, alphabetic principal screener and language comprehension screener. Based on these screeners she is struggle with manipulating sounds at the oral level, and with advanced spellings and reading of multi-syllable words. Her oral comprehension is her strength. Based on this the team made the following adjustments. Specific Learning Disability

2. Basic Reading Progress Monitoring 4th grade expectation at 50%iles is 78 WPM 5th grade expectation at 50%iles is 105 WPM Adjustment to Instruction Specific Learning Disability

3. Reading Fluency Julie’s homeroom teacher, after hearing concerns from her fellow classroom teachers convened a team to problem solve including a building reading interventionists, a mild moderate special educator and Julie. Julie indicated that she is very slow at reading. When she reads so slow, they falls asleep or has a hard time remembering what she has read. The Special Education Teacher recommended a Rapid Automatic Naming screeners. Results put her at a 5th grade level. Julieis a high school student who struggles with reading. She has a strong command of the alphabetic principle and has no concerns with spelling. Her oral language comprehension skills are very strong. Julie is a “thinker” more than a “talker”. She also struggles with fact recall. Based upon this data, they decide to do a repeated readings intervention. They are simply starting with high level text at her grade level, since her decoding skills are so strong. They also decided to look at 8th grade norms for reading speed as this is the ceiling (it is the fastest one can possibly read at). They regroup to problem solve why she isn’t making robust progress. In reviewing literature on fluency and reflecting on Julie’s practice, they decided to scaffold back a little bit with the repeated reading adding a different skill with each reading that included the use of scoops, reading by subject predicate, teaching eye span strategies, and reading with expression. Model reads were used as well as recording her self on the first read and the last read to metacognitive become aware of her reading fluency skills. She continued to receive progress monitoring. Probe 5 100 WPM with 100% accuracy Probe 6 104 WPM with 100% accuracy Probe 7 96 WPM with 100% accuracy Probe 8 89 WPM with 100% accuracy Probe 9 100 WPM with 100% accuracy The intervention teacher lead a repeated reading program that lasted 30 minutes a day 5 times a week. The focus was on timed readings where she tries to increase her rate each time the reading is read. They decided to progress monitor every two week. Here are her results. Her target is 150 WPM Probe 1 78 WPM with 100% accuracy Probe 2 84 WPM with 100% accuracy Probe 3 107 WPM with 97% accuracy Probe 4 92 WPM with 100% accuracy They were excited to see a spike on the third probe but noticed with increased speed was a drop in accuracy. Specific Learning Disability

4. Reading Fluency Progress Monitoring Specific Learning Disability Adjustment to Instruction

5. Reading Comprehension Cathy is a 4th grader at an elementary schools. She has excellent decoding and spelling skills. She can figure out any unknown word presented to her on a sheet of paper. She is struggling with retelling a story she recently read. She is 100% accurate in her reading but recall of basic facts in the story is very poor. Her classroom teacher consulted with her fellow colleagues to help her in deciding on how to intervene. They each have one or two students who also struggle with the same skills. They decide to pull this group of kiddos and do a double dose of guided reading with a focus on strategies to improve retell skills. Once the retell skills are in place they want to focus on higher level reading comprehension skills. They decide to pull this group of kiddos and do a double dose of guided reading with a focus on strategies to improve retell skills. Strategies such as visualizing and connecting the reading to past experience are the focus. Once the retell skills are in place they want to focus on higher level reading comprehension skills. Cathy made tremendous progress towards improving her retell. The team decided that the next step for her is to focus on the higher level skills. They continued to progress monitor using the retell portion of the ORF to make sure she doesn’t regress in her skill development. After three more weeks of intervention, she returned to the general education curriculum full time. They decide to focus on the re-tell portion on DIBELS oral reading fluency. This is her progress monitoring. Grade level expectation for spring is 33 words for retell. Probe 1 13 words for retell Probe 2 22 words for retell Probe 3 22 words for retell Probe 4 29 words for retell Probe 5 33 words for retell Probe 6 35 words for retell Specific Learning Disability

6. Retell Progress Monitoring Specific Learning Disability