A Case Study for Specific Learning Disability
Case Study: Specific Learning Disabilities Criteria
Name: Jennifer Birthdate: 12/17/92
Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.
Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was acceptable and she enjoyed being read to. She had some trouble sequencing story elements and following multiple step instructions when given orally. She seemed to learn reading related concepts more slowly than many of the other students and seemed to take a much longer time to understand and master pre-reading skills. She enjoyed art and play time.
Jennifer’s current teacher states that she exhibits a great deal of difficulty in reading. She has mastered 5 of the grade one benchmarks based on the WI Model Academic Standards (alphabet letters, initial consonants, ending consonants, oral retelling, and identifying pictures). Rhyming and sight words are emerging. She has met three of the ten reading benchmarks on the district 2nd grade skill checklist (see attached results) (summarizing stories, making inferences about outcomes, and connecting information in stories with her own experiences). Her skills in two other areas are emerging (reading high frequency words and knowing story elements). She has shown little progress on the other five benchmarks (using word structures to decode; using punctuation, titles, headings, and pictures to increase comprehension; reading fluently; using self-correction strategies, and reading
Name: Jennifer Birthdate: 12/17/92
Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.
Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was acceptable and she enjoyed being read to. She had some trouble sequencing story elements and following multiple step instructions when given orally. She seemed to learn reading related concepts more slowly than many of the other students and seemed to take a much longer time to understand and master pre-reading skills. She enjoyed art and play time.
Jennifer’s current teacher states that she exhibits a great deal of difficulty in reading. She has mastered 5 of the grade one benchmarks based on the WI Model Academic Standards (alphabet letters, initial consonants, ending consonants, oral retelling, and identifying pictures). Rhyming and sight words are emerging. She has met three of the ten reading benchmarks on the district 2nd grade skill checklist (see attached results) (summarizing stories, making inferences about outcomes, and connecting information in stories with her own experiences). Her skills in two other areas are emerging (reading high frequency words and knowing story elements). She has shown little progress on the other five benchmarks (using word structures to decode; using punctuation, titles, headings, and pictures to increase comprehension; reading fluently; using self-correction strategies, and reading