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EDRD 7717 Case Study. Mary Kaish EDRD 7717 Dr. Coffey, Kennesaw State University. Introduction. “Ben” 5 years old Pre-K at private school English speaker Emerging reader Overall enjoys reading Motivated Bright Mature. Introduction. “Ben” Enjoys playing with his friends

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edrd 7717 case study

EDRD 7717Case Study

Mary Kaish

EDRD 7717

Dr. Coffey, Kennesaw State University

introduction
Introduction
  • “Ben”
    • 5 years old
    • Pre-K at private school
    • English speaker
    • Emerging reader
    • Overall enjoys reading
    • Motivated
    • Bright
    • Mature
introduction1
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
parent conference
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
informal assessment
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

informal assessment1
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
so what next
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 
working together
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
formal assessment
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

formal assessment1
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
what this taught me
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
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