The case of paul a third grader with reading difficulties
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The Case of Paul: A Third Grader with Reading Difficulties. Case Background Information. Paul attended kindergarten at a school in another state He attended 1 st grade at Crescent Elementary He attended 2 nd grade at Smith Elementary Currently, he is a 3 rd grader at Smith Elementary.

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The Case of Paul: A Third Grader with Reading Difficulties

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The case of paul a third grader with reading difficulties

The Case of Paul:A Third Grader with Reading Difficulties


Case background information

Case Background Information

  • Paul attended kindergarten at a school in another state

  • He attended 1st grade at Crescent Elementary

  • He attended 2nd grade at Smith Elementary

  • Currently, he is a 3rd grader at Smith Elementary


Characteristics of beattie

Characteristics of Beattie

  • SAT Process

    • Administrative support of using evidence-based interventions

    • Lack of consensus, understanding of what this means in the building

  • “Novice” teacher

    • She is unsure of the amount of time she should be dedicating to helping this student read

    • Testing seems to be understood as the way to help him


Characteristics of the family

Characteristics of the Family

  • Mom

    • Highly educated, PhD, pharmacist

    • The “bread-winner” of the family

  • Dad

    • At home dad

    • 2nd grade teacher reports that he is also unable to read/has extreme difficulties with reading

  • Older brother

    • Also has difficulties reading, reported by mom as worse than Paul’s difficulties


Characteristics of paul

Characteristics of Paul

  • Bright student

    • Demonstrates strong problem-solving skills

    • Participates in class

    • Demonstrates knowledge in content areas

  • Loves building things

  • Very active

  • Social and has many friends in his class

  • Enjoys reading chapter books with his mom


Target behaviors

Target Behaviors

  • Home

    • The number of times Paul initiates reading with his mom or dad

    • The duration of reading time each night

  • School

    • The number of words he decodes correctly in a 3rd grade reading passage

    • DIBELS was used to assess oral reading fluency


Baseline data home

Baseline Data: Home


Baseline data school

Baseline Data: School


Baseline data school1

Baseline Data: School


Goal setting

Goal Setting

  • Home

    • To have Paul initiate reading at least 2 times a week with his mom or dad

    • To have Paul read 4 times a week at home

  • School

    • To increase Paul’s correctly read words per minute by 3 a week


Functional analysis

Functional Analysis

  • Paul is reported as having strong comprehension skills

  • Difficulties occur when identifying an unknown site word

  • He becomes frustrated when reading

  • He does enjoy reading chapter books with his mom


Hypotheses

Hypotheses

  • Mom was unsure of why this may be happening

  • Teacher thought it was because “something isn’t clicking” with him

  • Handout to organize the information

    • We decided to target accuracy and fluency based on the DIBELS results


The case of paul a third grader with reading difficulties

Plan

  • CNAI

    • Home: Listening passage preview, read with mom

    • School: Continue to the word builder

  • CPEI

    • Home: Continue with listening passage preview

    • School: Replace word builder with a focused phonics instruction -> Repeated Readings


Progress toward goals

Progress Toward Goals


Progress toward goals1

Progress Toward Goals


Progress toward goals2

Progress Toward Goals


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