Case Study
I. Case Study
A. Initial Student Profile Information
In this case, the student who has been observed is Katrina Gonzales, a 10 year old student. It has been noticed that the student is having problems in terms of reading and learning languages. The students can be considered as an extrovert person. She loves being at the center of attention among her peers. In terms of her study habit, the student has this attitude of being lazy specifically in doing her works in reading. The student is having a problem in comprehending reading and learning language skills. She finds it hard to understand and analyze most of the readings tasks provided by the teacher. The disability of the student being observed has been a major factor why the students could not easily comprehend not only in this area but also for some field of studies that requires reading efficiency. Although, the student is trying her best to reach the expectations of both her parents and teachers, the problem hinders her to learn more even in different subjects. The student is also having difficulties in spelling.
B. Student’s Assessment:
To be able to have a workable solution, the Bader informal Reading and Language Inventory has been used so as to identify specific areas of weakness for Katrina. The first assessment uses a graded word list. Katrina has been able to read 8/20 words on level 2.0, 8/20 words on the 1.0 level, and 19/20 on the primer level. After this test, the next was the two experiential world lists. In this, the first list includes words or phrases can commonly be seen on instructions and work sheets. Katrina has been able to correctly determine “list” and “fill in the blank”. Herein, the teacher uses 15 words which indicate that reading directions and accomplishing class activity is difficult for Katrina. The result also shows that longer words seem to throw Katrina off. The next experiential word list is composed of words that can be found on signs. Katrina correctly read 12/20 words. This pushes me to be concerned about word recognition. Katrina did not able to distinguish words such as “McIntosh”, “Coca-Cola”, “Male” and “Female”. Words like “Male” and “Female” are of special concern since these are seen on different areas.
The initial graded passage which the teacher had Katrina read was on the pre-primer level. Katrina was able to read the words and phrases easily, but not as fluent as her other classmates. I let Katrina read the whole passage without having any errors. Moreover, the second passage which Katrina read was on the primer level. Katrina has made several mistakes, which includes the following:
· teacher pronounced word (no guess): 1
· letter reversal: 1
· incorrect ending sound: 3
· adding sound: 1
· general mispronunciation: 3
· incorrect middle & end sounds: 5
Katrina seems to have difficulties in terms of decoding both the middle and endings of words. Her oftenly make an entirely random guess for words, without giving much effort in sounding it out. In addition, Katrina was always able comprehend the first sound in each word. Even if she is encountering difficulty in passage reading, Katrina is still able to comprehend and understand well. Hence, Katrina is asses to read functionally on the primer level, but because of her errors, her instructional level is noted to be in between pre-primer and primer.
The next part which Katrina accomplished was spelling. The first list that she tried to write consisted of words which are spelled phonetically. She spelled 8 words correctly. Katrina utilized the incorrect vowel to spell 15/20 of the words. She also added needless helping “e” to the end of 5 words. Katrina correctly uses “st” blend and digraph “sh” but she has not been able to use “ch” when necessary. She also had a b/d switch. The next included words having silent letters. She again spelled 8 words right. For the incorrect spelled words, she left off the silent “e”, utilized the wrong vowel sound, or uses the incorrect letters to make up specific sounds. Her mistakes do seem to be logical phonetically.
The next test is the phonic subtest. Herein, Katrina took the first part which is use to evaluate initial single consonants, digraphs of consonants and blends. Katrina is effective in creating words which uses single consonants. In line with the blending, she was correct in 8/20 word combination. The consonant blend that she had corrected were, “br,” “bl,” “cr,” “cl,” “pl,” and “gr,”. For other blends that she missed, Katrina either mistakenly identified them as added sounds to the original blend or another blend sound. Katrina has been able to read the digraphs “th” and “sh”, but encounters problem with other words. She is commonly having trouble with “c” and “s.”
In the succeeding, Katrina has been asked to read some shot vowel sounds. She pronounces “a”, “o” and “I” correctly. She read the “e” as a short “i” and the “u” was read as a short “o.” Katrina needs to give more effort identifying vowel sounds.
Intervention
In order to improve the student’s reading and learning language skills, I will be encouraging my student to read a lot. I will recommend that she will also attend some remedial classes to improve her reading skills and learning language skills. Since Katrina is lacking some basic letter and blend sounds, I am planning to use the Wilson Reading Program to assist her in this area. I am hoping to make Katrina some reading materials that she can use for her notebook, and decorate it within her interest. The book will be consisting of syllables, spelling rules, sounds, dictation and vocabulary. I am planning to start at level 1.1 since Katrina’s reading level is less than 2.0. Other instructional materials required are word cards and sound cards. I am planning to do the session at a pace which seems convenient, and challenging for Katrina.
II. Lesson Plan
Lesson Plan Format
EXC 644A
Title of Lesson: Reading Enhancement
CA Language Arts Standards:
Teacher:
School District:
Campus:
Subjects:
Grade Level- RSP/SDC:
7-12th Grade/ 10-22 years old
Stated learning objectives:
Katrina should be able to master both the short and long vowel sounds at individual level (not as part of the words) by reading the vowel sounds properly 100% of the time.
Katrina will be able to master the blending relationship of sound/letter and digraphs by appropriately reading the sounds 90% of the given time.
Katrina will be able to comprehend and read a 2.0 word list having 90% accuracy.
Katrina should be able to determine 8/10 words on a common-use word list (constructed by Katrina and I).
Katrina will enhance her fluency to 35 words per minute.
Katrina should be able to spell 7/10 phonetic words.
Anticipatory Set or Introduction:
The teacher will introduce the lesson to the students by reading some passages consisting of words to be used in the lesson.
Input or Procedures:
a. Modeling:
The teacher will ask the students to read some passages.
1. Checking for understanding:
Question: The teacher will ask the students to spell out some words.
b. Guided Practice:
The teacher will allow the student to review her misspelled words and mispronounced words..
Opportunities to Relearn (Reteach):
The teacher may also use other techniques like having some word cards and sounbd cards to learn other words.
Independent Practice:
The student will be given other passages to be read in the next meeting.
Assessment (assess mastery):
The teacher will ask the students about what she has learned about the lesson.
Enrichment/Extension:
The teacher will provide other reading materials for the student.
Students may re-submit, re-design her written report several times before project completion
Closure:
The teacher will ask the students on what she have learned about the lesson,
Materials: Preparation and Resources
Story Books,
visual aids
chalk and chalkboard
handouts
work sheets
Adaptations: specify disability or SLL
The reading and learning language skills materials used are adjusted for the specific need of the student
Integrated Components:
Teaching-learning technique which includes role playing, self-evaluations, case studies and simulations.
Perceptual Domains (Learning Styles), auditory, visual, tactile,
Kinesthetic:
The student cannot learn independently.
The student cannot learn easily.
III. IEP Goal
The student is having a problem in terms of reading and learning language skills. In this regard, the parent has requested a special education services to solve the problem of the student. If Katrina is being properly educated, it may be assumed that her reading and learning language skills will begin to improve as she goes through the remediation process. A proficient IEP must be indicated that after one year of remediation, Katrina will enhanced her reading and language skills toward which allows her to close the gap between Katrina’s ability and problems in learning language skills and reading, and that her progress in terms of education will be assessed objectively using an educational examinations. In addition, the IEP may indicated that after one year of specialised education, Katrina will be able to read at the 4th grade level as measured by her total scored on the reading subtests. Some IEP objective will include the following:
Katrina will fluently read a passage on reading level and effectively answer questions.
Katrina will spell and read 2.5 new basic sight words each learning session.
Katrina will blend beginning, middle, and ending sounds to write and read one-syllable words.
Katrina will identify letter sounds, chunks, and blends.
Katrina will expand her vocabulary to comprise descriptive language.
Assessment Result
After the remediation procedures have been undertaken in the case of Katrina, it can be seen that the student improves a little in reading comprehensions. However, the result also shows that the student is still having difficulties in gaining confidence when given new reading tasks. In terms of her learning in language skills, the student has shown interest in improving her language skills. She also gains interest in enhancing her vocabularies by reading a lot and taking down notes of words that she found difficult to understand. So far, it is suggested that the student should continue the remediation process, until such time that the student can already gain self-esteem in terms of reading and learning language skills. The main skill which I will be evaluating Katrina with over time will focus on fluency. This will be charted for the student to see the development. I am also planning to substitute quick evaluation of blend and sound recognition, word and digraph recognition, spelling and common word recognition. I will use some pre-made word lists for these activities and integrate each in the lesson.
Appendix
Appendix I
HISTORY
Katrina Gonzales Gender: Female
Anonymous name (First,Last)
10 English
Age Student’s Language Grade: Elementary level
May 19, 1996 198
Birth Date School Attendance
Examiner Language Art/ English/ Reading Teacher
(Fill in just one of the above teachers)
Date of last IEP: The Last IEP was held on January 15, 2007
Purpose of the meeting (annual/3 yr. review): The main goal of the meeting is to determine whether the student has been able to improve the learning ability.
Learning Disabilities: The student is having difficulties in reading and learning language skills.
Students Skills
Assessment
Remembering Facts
Improving
Spelling
Improving
Reading and Learning Language Skills
Poor Learning
Impulsive Behavior
Negative
Appendix 2
Field Observation Conducted by the Student
Observations of a Special Day Class (Mild/Moderate)
Teacher: Title: Reading and Learning Language Assessment
District:
School:
Disabilities served in classroom:
The classroom provides reading and learning language teaching for students who has been recognized to have difficulties in this area.
Languages spoken by students: English
Cultures represented in classroom: The culture represented in the classroom is a diverse culture.
1. Describe the setting used for language arts/reading instruction: (large group, number of students, etc.)
The observational setting used by the teacher is a typical learning and teaching approach which is used for the students having a mild to moderate disability in line with reading and learning language skills. The session includes 5 students.
2. Describe the program being utilized by the teacher: (Edmark, Peabody, teacher-made, etc.).
The teacher uses a self-made program to for the students to learn the lessons easily. The program has objective was to provide assistance to the students who are having difficulty in reading and learning language skills.
3. Describe the type of instruction being used: (work sheets, direct instruction, etc.)
The teacher uses handouts for reading materials and dictionary to let me understand some vocabulary words. The teacher also uses so work sheets to assess the students whether they have learned or not.
4. Describe the reinforcement and error correction procedures used:
The teacher provides some questions to be answered in the latter part of the observation. When the teacher finds some errors, the teacher immediately corrects the student’s mistakes and gives some important guide to avoid mistakes for the future.
5. Other comments:
It can be said that the observation process has been able to provide intensive learning session. The teacher’s goal is to assess the potentialities of the students, as well as the strengths and weaknesses and provides solutions to solve the issue
Appendix 3
Field Observation Conducted by the Student
Observations of a Special Day Class (Moderate/Severe)
Teacher
Title: Reading and Learning Language Skills for Moderate/Severe Case
District:_______________________________________ School:________________________
Disabilities served in classroom:
The classroom provides reading and learning language teaching for students who has been recognized to have difficulties in this area.
Languages spoken by students: The students is using English
Cultures represented in classroom: The cultures presented in the classroom is diverse
1. Describe the setting used for language arts/reading instruction: (large group, number of students, etc.)
The session is a one on one setting for students who have been recognized to have a moderate to severe disability in line with reading and learning language skills. For this setting, the teacher opts to have one student per session.
2. Describe the program being utilized by the teacher: (Edmark, Peabody, teacher-made, etc.).
In order to solve the disability problem of the student, the teacher uses a self-made program to ensure that the purpose and objectives of the said program adheres to the real needs of the student. In addition, the teacher uses self-made program to easily observe the condition of the student.
3. Describe the type of instruction being used: (work sheets, direct instruction, etc.)
The teacher uses handout materials for the session, the also uses books for reading and dictionary for learning vocabulary words. Furthermore, the teacher also provides work sheets to assess the learning condition of the student.
4. Describe the reinforcement and error correction procedures used:
The work sheets given are being checked in the latter part of the observation. If the teacher finds some problems or mistakes, the teacher immediately inform the students about the mistakes and provide the student some guides to avoid mistakes in the future.
5. Other comments:
In the observation of the students with moderate to severe learning disability, the teacher provides necessary activities to enhance the learning condition of the student.
0 comments:
Post a Comment