Kelly Harp
Corrective Reading
Professor Eastman
September 28, 2008
Case Study Phase I
The reader for this case study is a cheerful first grade boy. He enthusiastically asked the researcher if she liked his basketball themed shirt. To no surprise of the researcher he enjoys basketball, but informed the researcher that his favorite sport is baseball. The boy is also extremely enthusiastic and knowledgeable about transformers. He enjoys talking about anything that has to do with transformers or cars. The student also mentioned his passion for the many movies he takes pleasure in watching at home. The reader is an only child of his mother who is high school art teacher. There is no mention of a father in his life. The reader has a slight speech impediment, which is thought to be maturational. However, this may have a temporary affect on the student’s reading progress.
The teacher has noted areas of understanding and difficulties for the student. The reader knows 100% of the common eight color words. He knew fifty-two out of fifty-four upper and lower case letters. The lower case “g” and lower case “v” were areas of uncertainty for the child. He confused the lowercase “b” and “d” but was able to self-correct. Although he does not yet use this knowledge in his writing, the student does understand the difference between letters and words, and words and sentences. The teacher recognized the difficulties in phonemes and sight words the student is having. He has trouble “stretching” words out to hear their phonemes. A dictation sentence the teacher delivered to the student read, “Sam and Matt ran up the hill.” The student was only wrote the S for Sam. Also, the student is struggling with his sight words. When tested during the first six weeks of school, he answered 11 out of the 20 correct. He knows only 55% of the common sight words. The data the teacher gathered displays the readers understanding of letters, words, and sentences, as well as his need for improvement in the areas of phonemes and sight words.
The tests that the researcher will be administering will begin with a Phonological Segmentation Test. This test is designed specifically for grades K-1 and contains three parts: Part A: Sentences into Words; Part B Words into Syllables; and Part C: Words into Phonemes. The CORE Phonological Segmentation Test can be utilized as a screening measure, a progress monitoring measure, and a diagnostic measure. The information from the assessment can provide information about the reader’s response to instruction as well as any shortage in phonemic awareness that may cause delays in the students reading or spelling. Phonemic awareness is the basis for learning to read, thus the lack of phonemic awareness is the strongest determinant of the probability of a student’s failure to learn to read. Information will be instrumental in guiding the instruction of the researcher.
The Phoneme Deletion Test will be done as an informal screening with the intention of also being used as an outcome based assessment at the end of the training. By the end of the training sessions the researcher will be able to use this assessment to identify if the reader can record ending sounds. This will help identity the level of improvement for the student. The Phoneme Deletion assessment includes four phoneme deletion tasks given in order of difficulty. The first task assesses the student’s ability to delete initial phonemes. For example, the researcher may say the word dog and ask the student to say the word dog without the initial /d/ sound. The remaining tasks assess the student’s ability to delete final phonemes, initial phonemes in blends, and phonemes in blends. Based on the data collected from this assessment the researcher will be aided in determining whether discrepancy in phonemic awareness accounts for the student’s reading or spelling delays.
Due to the readers struggle with sight words it is important for the researcher to gain a perspective of the level of struggle. This can be done through the use of a Basic Sight Word Sentence assessment. A list of basic sight word sentences is given to the reader. The student is asked to read the sentences, which are built from common sight words, aloud to the researcher. As the student reads aloud, the researcher will do a running record. The running record will be used to note the sight words the student has difficulty reading. Tasks based on the results of the assessment will assist the researcher in focusing the reader on certain sight words. The information gained from the assessment will assist the researcher in providing the student with practical practice to master these basic sight words. Often times these basic sight words do not follow phonics rules. Because sight words are common there is even more reason for the student to master these words at the onset of learning to read. The Basic Sight Word Sentences test will also be used for ongoing assessment. The information gather from this test, as well as the others, will help to direct beneficial instruction.
October 29, 2008
Case Study Phase II
The assessments indicated in the previous phase of the case study were used as a screening measure to identify precise areas of need for the student. The tests were successful in specifying the student’s areas of need. A series of three tests were administered and the results were descriptive.
The first screening measure to be prearranged was the CORE Phoneme Deletion Test. This test questioned the student’s ability to delete the beginning and ending sounds in words. The initial sound part of the test is designed for students that are nearing the end of kindergarten and the beginning of first grade. The student scored two out of a possible five answers correct. The score falls under the intensive level. Part B of the test, final sound deletion, is aimed at the first grade level. The student executed three of the five items correct. This result also places the student under the “intensive category.” The student’s level of performance is determined based on the guidelines laid out on page 23 of the CORE Phoneme Deletion Test. The test clearly states if a student is to score at the intensive level he/she will benefit from targeted and intensified instruction and extensive practice in the phonemic awareness concepts.
The second screening measure was similar to the first in that it is used to identify a student’s level of phonemic awareness. The three-part test tested the student’s knowledge of phonological segmentation. The CORE Phonological Segmentation Test was administered to the student beginning with testing the student’s skills in breaking sentences into words, followed by breaking words into syllables. The researcher was surprised by the level of understanding the student had in both of these areas. On “Part A,” the student did not miss any questions and only answered one question on “Part B” incorrect. “Part C,” breaking words into phonemes, was somewhat challenging for the student. Out of ten questions, the student answered six correctly. The student’s results of “Part C” landed a score in the strategic category. This means that the student needs practice in the areas of phonemic and phonological awareness.
The last informal screening assessment the researcher had the reader execute, was a running record on basic sight words. The test, Basic Sight Word Sentences, was excellent in determining the tremendous need the student has for learning basic sight words. The researcher gave the reader list 1 to read. The student hesitantly began looking at the words. The student knew only five words of the seventeen. That is twenty-nine percent accuracy. Because the student struggled so much, the researcher ended the assessment after three lines. The reader did not try to sound any words out. He just moved his figure under each word and then said the words aloud that he knew. This test not only informed the researcher of the readers need to learn many basic sight words, but the need for the student to learn how to sound words out. The student seemed fearful when it came to reading. It was as if the reader just simply did not know where to begin. Doing a running record with the Basic Sight Word Sentence test was a helpful screening measure that will also be a great progress-monitoring tool as the student begins developing his basic sight word vocabulary.
Based on the assessments, the researcher identified areas that to target for improvement using a specific plan of action. The results of the first two assessments clearly show that the student needs practice in the area of phonemic awareness. The lack of phonemic awareness is one of the powerful determinants of the likelihood of a student’s failure to learn to read. In the reader’s case, the researcher believes this to be undoubtedly true. When the student is successful at phonemic awareness, then he can begin to be successful at phonics. This will translate into his reading, writing, and spelling. The reader’s delay in learning basic sight words is also having a detrimental effect on his reading. If the reader is able to learn these words, he will be able to become a more fluent at reading. Based on the results of the tests, phonemic awareness, phonics, and basic sight words are the areas the researcher will work to improve with the reader.
The researcher’s plan of action includes working with the reader through a series of activities to improve the student’s phonemic awareness, phonics, and knowledge of basic sight words. With the use of alphabetic flash cards, as well as, playing a game with the researcher called “Fishing for Letters, ” the reader’s recognition of letters and their sounds will be strengthened. Phonemic awareness is at the foundation of learning to utilize letters to spell and read. It is vital for the reader to have this basic understanding in order to be a successful decoder and speller. Building upon this skill are other activities the researcher will have the student perform. Because of the reader’s enthusiasm for technology, the researcher has a series of beneficial online activities. From PBS’ Between the Lions, the online games encourage young children to get excited about learning to read. Based on the reader’s apprehensive behavior toward reading, the researcher believes these games and stories will be instrumental in getting him excited about reading. These online games not only utilize entertaining stories, but the interactive activities teach a variety of essential literacy skills. The first of three stories focuses on rhyming words, word recognition, letters names and letter sounds. The second story will challenge the reader to find rhyming words. The last of three stories will encourage the reader to blend parts of words together and listen for beginning and ending sounds. These online games will challenge the student in the basic areas of phonemic awareness and phonics. During these sessions, the researcher will guide the student as needed and will scaffold their learning. This will be done by the amount of support given to the student. Before the first online story, the researcher will have the student practice making words using magnetic letters on a metal tray. The researcher will explain how words can be broken down and sounded out. The reader will also have opportunities to play games with the researcher that will help improve his level of recognition of basic sight words. Some of these games include: Bingo using select sight words, searching for certain words in books, and guessing a word based on a series of clues. These games are designed to help the student focus on the words and through repetition, learn the word. Progress monitoring will be incorporated weekly or bi-weekly to see how the reader has improved. Assessment will assist the researcher in determining the student’s progress with phonemic awareness, phonics, and basic sight word recognition and the researcher will then adapt the activities accordingly.
Dear Parent,
Thank you for the opportunity to work with your child. I have been enthusiastically working with your son to determine which academic areas I can help him improve upon. He is consistently positive and willing to participate in all activities. His enthusiasm and cheerful disposition make it so enjoyable to work with him. He has some great capabilities in segmenting sentences into words and words into syllables. Your child also seems very excited to learn.
Over the next five weeks, I will be working with your child to help him improve upon phonemic awareness, phonics, and recognition of basic sight words. Phonemic awareness is better defined as recognizing the different sounds of the oral language. Phonics is a part of learning how to sound out words in order to read and write. By focusing in on these areas, I hope to help him gain fundamental skills needed for reading.
As a team, your son and I will work to gain the skills through a series of activities. I have planned a number of fun and interactive activities to get him get excited about reading. Your child will be given the time he needs to improve his skills with these activities. He will be playing games to practice the sounds of letters and words. He will be involved in activities that challenge him to use and remember basic sight words. Online games that make him the center of the story, will give him time to practice hearing rhyming words and pick words with certain beginning or ending sounds. I am excited to share these games with your son and see him succeed.
I look forward to seeing great improvement with your child. My hope and priority is that your son will benefit tremendously from this opportunity. If you have any questions, please do not hesitate to contact me. Thank again for letting me work with your son.
Sincerely,
Kelly Harp
Kidspiration Activity
Information Page
Title of book: On a Farm
Author’s Name: Cindy Chapman
Copyright Date: 2004
Summary of Book:
On a Farm is a book about different animals that can be found on a farm. The story is filled with interesting true to life pictures of animals. The book is written for an emergent reader. This text incorporates many words that have the short o, g, l, and p sound. This book is a part of the Phonics Readers, Compass Point Books. The book is a part of a series of books designed to scaffold the student’s phonics and decoding skills.
Philosophy/ Details Behind Web:
The web was created to give the student practice with phonics. Specifically, the page is having the student practice hearing the short o, g, l and p sounds of words found in the book. The student will read through the book. Then the student will reread the book looking and listening for words with short o, g, l and p sounds. The student will then write the words down in the correlating boxes on the web. Through use of the web, the student will be focused and have a chance to verbalize, reason and then write. This is a beneficial activity to reinforce phonics.
Case Study Phase III
Weekly Lesson Plans
Lesson 1: Alphabet Flashcards
This is a quick practice of the sounds letters make. By saying “a, A” and “A is for airplane,” this will connect their right and left-brain to help them remember and connect the sound of the alphabet letters.
Material: Alphabet Learning Flash Cards, pencil and lined (Zaner Bloser rulings) paper
Procedure:
1. Begin by reading The King’s Surprise by: Josie Stewart.
2. Then practice letter sounds by using the flashcards. Go through each card saying, “a, A” v and “A is for airplane.”
3.Ask the student, “What sound does a make?” “Can you think of another word that begins with the letter A?”
4. Give the student a chance to write the letter as he makes the sound of the letter.
- Next have the student begin to use the sounds of the letters to make words.
- Have the student write some of the words down as he sounds them out.
- Finish by reading On a Farm
Lesson 2: Listening For Letter Sounds (Kidspiration web)
This task requires the student to match certain words in the book to the letters on the web.
Material: book- On a Farm, kidspiration web
Procedure:
- Read On a Farm with the student.
- Have student read through book again while searching for words in the book with the letter sounds found on the kidspiration web.
- Review the answers with the student.
- Read a book he a chosen for his book basket.
Lesson 3: Practicing Phonics then using it to read.
Using a book (Robot and Mr. Mole) found online at let the student practice reading and experience how using what you know about sounds will help you figure out what words are.