Case Report
Tracy Icenhour
June 23-24, 2010
Summer 2010
Introduction
KJ Crane is an 8 year old male. He is a rising 2nd grader at Icard Elementary School.
He was recommended to participate in a tutoring program due to reading difficulties. As a graduate reading clinician in Appalachian State University’s Masters Degree Program
in Reading Education, I, Tracy Icenhour, conducted the initial assessment and tutored KJ for 13 one-hour sessions across the summer, 2010 semester.
Initial Literacy Assessments
A battery of informal, diagnostic literacy assessments were administered, including an Interest Inventory, a Spelling Inventory, a Word Recognition in Isolation (WRI) test, a contextual reading test, a listening comprehension test, a test of his Sense of Story, and oral written composition samples were analyzed. These were given to determine instructional levels and areas of needs and readiness in reading, writing, word study (spelling and phonics), and being read to.
Independant level is the level where students can be successful without assistance, Instructional level is where a student can be successful with assistance, and frustration level is where the student can not be successful even with help.
KJ’s was nervous and quiet in the beginning of testing but relaxed somewhat as we progressed through the testing. He fidgeted in his seat and would say, “I don’t know; lets just skip that one”, when he did not know or want to try an answer.
Interest Inventory and Reading Attitude Survey
I administered an Interest Inventory in order to find areas of interest to get to know KJ. I found out that KJ likes math more than reading in school. I also found that he really enjoys working with his grandpa on their farm. This can help me select topics to read during our guided reading as well as provide topics to write about during the reading portion of our tutoring session. I also used a Garfield Reading Attitude Survey to help me get a feeling for KJ’s attitude toward reading. This is a simple survey where KJ circles the Garfield that best shows how he feels about reading. The survey showed that KJ likes to read self selected reading but he is not fond of school related reading followed by questions or worksheets.
Spelling
I administered the Schlagal spelling assessment, which consists of a list of twelve words at each grade level. Each list contains words that follow appropriate patterns for that level or are high frequency words for that grade level. This test was administered to identify KJ’s orthographic knowledge at each level. Because spelling skills and reading ability are so highly correlated, this test gives us insight into his ability to read at each level tested. This assessment also tells us at what level to begin word study instruction as well as what the student understands about how letters work in words. One’s independent level in spelling/phonics is considered to be the highest at which he spells at least 90% of the words correctly. One’s instructional level is considered to be the highest at which he spells at least 50% of the words correctly. The frustration level is that at which one spells fewer the 50%of the words correctly.
I began with the level one list, KJ scores 58%, I continued on to the level two list were he scored 0%.
KJ has beginning and ending consonants, and some blends and diagraphs. KJ used vowels but seemed to be confusing the vowel sounds. For example he spelled “girl” GURL, “bump” BUP, and “sister” SIRS. He is in the within word pattern stage of spelling instruction. I will begin his word study with short vowels with blends and diagraphs.
Word Recognition in Isolation (WRI)
The word recognition test in isolation consists of twenty words at each grade level that follow the patterns relevant to that grade or are high frequency words for that level. I flashed each word for one-third of a second to KJ and waited for his response. If he gave the correct answer quickly I moved on to the next word. If he gave the wrong word or did not know the word, I gave him more time to look at the word. We continued through each graded list until he scored below fifty percent correct. This assessment is given to find the highest level at which the child can automatically recognize and/or decode words on an independent and instructional level. The child needs to score between seventy and eighty-nine percent on a level to be considered an instructional level on word recognition in isolation and between ninety and one hundred percent to be considered an independent level. The instructional level in word recognition is isolation predicts that the student has an adequate sight vocabulary to read successfully at that same level in context. It is vital to reading and comprehending what is read, for the child to have automatic word recognition so the child is not focusing on decoding words, and is free to focus on what the story is about.
KJ’s scores on WRI:
Based on these results KJ is independent on the pre-primer level but falls in the gray area between instructional and frustration at the primer level. Looking at his untimed scores since he fell in the pre-primer and primer level, I will use his untimed scores to help assess his accurate levels. I will begin his word recognition in context at the pre-primer level.
His spelling and the word recognition in context predicts that KJ’s instructional level should be at level PP1.
Contextual Reading
I asked KJ to read from graded leveled passages to find his independent, instructional, and frustration levels. Independent level will be were the student scores 98-100%, Instructional levels will be were he scores 95-97%, and frustration levels will be were he scores below 90%. Contextual reading allows an opportunity to determine relative strengths across the WRC, fluency, and comprehension.
KJ read a pre-primer (PP1) passage with 95% accuracy; his prosody was fluent enough for this level, which is his instructional level. On the PP2 level he scored a 92% which was in the gray area.
KJ’s independent level is at PP1, his instructional level is PP2, and his frustration level is Primer, where he scored 81% on accuracy, disfluent on prosody, with a rate of 38 wpm, and 50% on comprehension.
Because KJ’s levels are below primer he will not do the silent reading portion of the assessment.
Listening Comprehension
This portion of the assessment is administered by me reading to KJ leveled passages then asking him to answer comprehension questions about the leveled passages. This assessment allows for finding the level in which KJ can comprehend text when read to him. Listening comprehension Independent level is where student scores 90-100% on comprehension questions. Instructional is 70-89% on comprehension and below 40% is frustration.
Results:
Levels / scores2 / 80
3 / 75
4 / 83
5 / 32
KJ’s listening level is instructional at levels 2-4. His independent level is level 1, and his frustration level is level 5.
While KJ’s contextual reading scores in word recognition in context show he is instructional on the PP2 level, his listening comprehension level is fourth grade.
Sense of Story
This assessment is given to assess how well KJ uses and understands book language and the components of a story and grammar and conventions used in writing. These are scored using a rubric to check off elements of the story that are used in retelling the story.
These elements include:
Beginning
Setting
Character introductions
Sequence
Feelings of at least on character described
Description
Conversation
Ending
Sense of Organization Is also scored using a rubric ranging from A to E
A= Syncretic retelling (disoriented)
B= Leap frogging
C= Chronological sequence
D= Appropriate use of Introductory, connecting, and closing words and phrases.
E= Audience awareness demonstrated through complete information.
Sense of Story Sentence Syntax is also scored on a rubric ranging A to E.
A= 1 or 2 word statements
B= Phrases
C= Complete sentences
D= Complete sentences with subordinate clauses
E= Book Language grammar, usage, and vocabulary honored
I read the story Goldilocks and the Three Bears, then I ask him to retell the story to me just like I told it to him. On sense of story he scores a 6. KJ included a beginning in his retelling, a setting, and characters by name. He gave the characters voices expression as he retold the story, and had an ending. His sense of story recognition was chronological in sequence, he scored a C. He used some complete sentences and some phrases in his retelling, so on sense of organization he scored a C.
I also read Poor Old Dog to KJ. He scored a 4 on Sense of story elements, including a beginning, characters, sequence, and had an ending. KJ’s sense of story organization scored a C, having chronological sequence. His sense of story sentence syntax, he scored a B, he retold the story in phrases.
Writing
I then told KJ a story and then ask him to tell me a story. I recorded his oral story then I ask him to write the story down just as he has originally told it to me. His story had a beginning, setting, characters, sequence, and an ending. He told the story in sentences, and in a reasonable order. When he tried to write the story down his spelling hindered him and I then had him tell me and I wrote for him. The oral story was almost the exact story has he had told previously on the tape. KJ can tell short stories, but does not include much detail. He needs to read and be read to from stories with rich language and compelling plots. Stopping at points of anticipation to make predictions about what will happen next and why he thinks this will happen next.
Instructional Plans and Progress
Plans were made across the instructional areas of reading, writing, word study (spelling and phonics), and being read to in accord with the conclusions drawn from the initial assessment. Tutoring lessons included activities in these four areas and were adjusted according to KJ’s progress and needs.
Reading
I conducted guided reading with KJ for 25 minutes, each day a new book was introduced and several from the day before were reread. KJ’s instructional level was PP2. I began with PP2 #3 The Big Kick, A Friend for Little White Bunny and Me Too! KJ read the books and we reread them adding a new one each day and dropping the oldest on each day. He read and reread four books each day of the tutoring once the initial assessments were complete. As we read we progressed from PP2 # 3 to reading PP2 #4 and 5. He read 10 books during our tutoring sessions. His fluency increased each day as he reread the books.
Writing
Each day KJ spent 15 minutes of our session writing. His spelling was a great hindrance for him so I let him dictate a sentence for me and I would write for him. In the beginning he would just tell me one sentence but within a few days he was telling me short stories. We would go back and add details and revise the story the next day. He had great stories of working with his grandpa with farm equipment.
Word Study
We spent 15 minutes each day on word study. We began working on short vowels a, u, and i with some blends and digraphs. We used these word sorts:
Short a- cat, can, track, back, that, clap, glad
Short u- bug, cup, truck, shut, luck, must, jump
Short i- lip, sick, swim, this, with, ship, slick
Short o- hop, job, top, hot, mom, fox
Short i- with, hit, kid, slick, pig, kick, kiss
Short u- fun, cut, bus, nut, but, bus
Short i- kick, swim, this, with, chin, slick
Short o- sock, doll, hop, top, rock, clock
Short u- fun, skunk, duck, bus, cluck, stuck
KJ mastered the short vowel patterns but the blends, sl , sw, sh, and ck were not mastered by the end of our tutoring sessions.
Being Read To
I spent 5 minutes each day reading to KJ. I would do Directed Listening Thinking Activities (DLTA). I would read to KJ and stop at points of anticipation and ask KJ, What do you think will happen next? Why do you think that? This allows KJ to make predictions as I read to him and see if they are correct as we read. I read several books to KJ including: The Jungle Book, What Happened to the Dinosaurs, Dox the Dog Detective, and Sylvester and the Magic Pebble. KJ likes to be read to and always made reasonable predictions based on what we were reading.
Recommendations
I recommend that KJ continue to read independently at the PP1 level and his instructional level of PP2. He needs to read simple material with predictable story lines at his independent level. During the language arts block I recommend he spend 40% of the time doing guided reading and fluency, word study (spelling and phonics) 30% of the of the block working to master short vowel patterns with blends and digraphs, 20% of the block on writing, with a focus on writing complete sentences using correct grammar and punctuation, and 10% being read to. He needs to be read stories with rich language and obvious but compelling plots. While being read to, stopping at points of anticipation to have him predict what he thinks will happen next based on what he has heard in the story thus far, in order to ensure he is fully engaged in the story and using his prior knowledge to comprehend the text as he is listening to the story. It is obvious that KJ understands text that is read to him up to a fourth grade level and that the problem with KJ understanding text he reads alone is due to his word recognition in context. I recommend that JK have books on tape to help him be able to comprehend until he has reached a grade appropriate level of word recognition in context and voice recognition software to aid him in writing due to the disconnect in his ability to spell enough words to write the stories he is able to tell without becoming frustrated with the process.
It is recommended that KJ continue to receive extra help in reading. He has worked really hard this summer. I have enjoyed working with him. If you have any questions, please feel free to contact Dr. Tom Gill, the ASU summer reading clinic director, at or 828-406-7794.
Tracy Icenhour
ASU Graduate Reading Clinician
Tom, Gill,EdD
ASU Associate Professor
He used some complete sentences