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Case Study Overview

Case Study Overview. Marie Murray Spring 2011. Philosophy of Reading Instruction. Learning to read is a complex, multi-faceted process. C hildren must understand comprehension is the main goal.

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Case Study Overview

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  1. Case Study Overview Marie Murray Spring 2011

  2. Philosophy of Reading Instruction • Learning to read is a complex, multi-faceted process. • Children must understand comprehension is the main goal. • Children have different language experiences, learning styles, family and socioeconomic backgrounds, and attitudes, which impact the different routes they take in becoming literate. • Teachers should use a balanced approach to literacy instruction. • Teachers should strive to encourage intrinsic motivation in their students by creating meaningful, interesting, enjoyable literacy experiences.

  3. Role of the Reading Specialist • Provide ongoing professional development opportunities. • Help teachers navigate the district’s language arts literacy curriculum, providing resources and materials as needed. • Help teachers to build a repertoire of instructional methods that will enhance student achievement. • Share professional resources. • Conduct model lessons in the classroom. • Support team-building by arranging grade-level and cross-grade collaboration among teachers.

  4. Student Background Student Background • Lucas – Age 7 – First Grade • Suburban NJ Public School • Referred by both his classroom teacher and his mother, who is a first grade teacher in another district. • Concerns: Slow progress acquiring emergent reading and writing skills.

  5. Assessments SlossonOral Reading Test (Sight Word Recognition) • 8 words; grade equivalent of .2 (kindergarten, 3rd month) Observation Survey of Early Literacy Achievement • Concepts About Printed Language – 12/24 points, Stanine2 • Ohio Word Test - 8 words, Stanine2 • Writing Vocabulary - 30 words, Stanine 4 • Hearing and Recording Sounds in Words – 28/37, Stanine 5 • Text Reading: Level 6 – Instructional Level (90%, no self-correcting) Developmental Reading Assessment-2 • Text Level – Level 6, Instructional • Word Analysis Tasks 11-17 (Phonemic Awareness) - Secure Words Their Way Primary Spelling Inventory – 23/82 Total Points • Developmental Spelling Stage – Middle Letter-Name Alphabetic

  6. Tutoring Sessions • Instruction: Daily 30-minute supplemental language arts lessons. • Focuses of Instruction: • concepts about print • word recognition/word knowledge • text reading/comprehension • phonemic awareness and phonics • spelling and writing • oral reading fluency

  7. Lesson Components • Familiar Reading: Re-reading of familiar texts for fluency practice. • Running Record: A running record assessment on the second reading of a text introduced during the previous lesson. • Letter/Word Study: Practice with letter identification, letter formation and focused word study. • Writing: Guided conversation and interactive writing of one or more sentences. • Cut-Up Sentence: Teacher writes the student’s sentenceon a sentence strip, cuts the words apart, and the student reassembles the cut-up sentence. • New Text: Book orientation and first reading of a new text.

  8. Guiding Theories • Social Constructivist Theory – Vygotsky’s zone of proximal development in which the teacher provides the appropriate level of scaffolding. Student learns from working with a ‘more capable other’ and gradually becomes more independent. • Automatic Information Processing Theory – automatic word recognition frees the readers cognitive resources for comprehension. • Marie Clay’s Reading Recovery Program - Gradual release of responsibility model; zone of proximal development; building an understanding of the reciprocity between reading and writing.

  9. Discussion • Conclusion and Reflection • Developed one-to-one correspondence. • Moved from Level D (5/6) to Level G (11/12). • Improved oral reading fluency – phrasing, pace, expression. • Added many new words to reading & writing vocabularies. • Developed stronger cross-checking & self-monitoring skills. • Significantly improved self-correction rate. • Used Elkoninsound boxes as an effective strategy for spelling new words. • Developed internal motivation through consistent, specific positive feedback.

  10. Significance & Recommendations • How to Enhance and Accelerate Learning: • Consistent lesson format (daily if possible) • Attend to both reading and writing • Focus on specific skill deficits and strengths • Collaboration with classroom teacher • Provide appropriate scaffolding within the Zone of Proximal Development • Adjust expectations based on careful observations • Monitor progress to ensure continued growth

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