Case Study

Topics: Reading, Orthography, Phonics Pages: 8 (1908 words) Published: May 13, 2012
Case Study
Hector E. Hernandez
National University
In partial fulfillment of the requirement for TED 621 B
Dr. Teresa J. Johnson
March 30, 2012

Name of NU Student ____Hector E. Hernandez______________________ Child’s Name ___Miguel_______ Child’s grade level ___3rd ____________

A. Student Strengths and Weaknesses

The Data that has been collected, read, and analysis was to determine Miguel’s strengths and challenges (weaknesses). According to Miguel’s Data his strengths are Phonemic Awareness, Phonics, and Vocabulary. In the phonemic awareness: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to identify and say almost the entire alphabet. In the Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average third grader. In the Vocabulary: The student got 12 out of 14 vocabulary words correctly. That shows that the student is about an average third grader. The student was not able to define two of the words. That was his only weakness in this section. The Challenges that Miguel’s Data shows are in Fluency, Comprehension, and Writing/Spelling. In Fluency: This is one of the student’s weaknesses. He scored below grade average. He scored in the 20th percentile, which means that he has significantly below grade level abilities in sight word recognition. An average third grade student should read an unpracticed grade-level passage at the 50th percentile rate of 71cwpm. The student scored in the 50th percentile for a first grader. Student reads haltingly, word by-word, with little or no expression. The other is Comprehension: This is another one of the student’s weaknesses. He scored at a level 4 when an average third graders scores between levels 28-30. The student’s score are of those of a 1st grader. The student does not seem to understand what he is reading since he is not scoring at the level where he is supposed to be. In the writing and spelling: This is also another weakness for the student. The student wrote 29 words correctly in 10 minutes. Those scores indicate that the student is writing at a kindergarten level. B. Identify student’s learning needs

There are a number of types of instruction for Miguel. I believe the student can benefit from Modeling, Reteaching, Visuals, Choral reading, and Repeated reading. Modeling in writing: According to Gunning (2010) Modeling the process allows the student to see them write on the chalkboard, chart paper, word processor, notepaper, and so on. Attempts at writing leads to discoveries about the alphabetic system that help students gain essential insights into both writing and reading. According to Harris and Hodges (1996), scaffolding is: In learning, the gradual withdrawal of adult (eg teacher) support, as through instruction, modeling, questioning, feedback etc., for a child's performance across successive engagements, thus transferring more autonomy to the child. Reteach: Miguel will have more time for differentiated instruction every day. According to research, Tomlinson (2001) differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process.

• Clearly list types of instruction needed
• Provide details regarding any differentiation needs • Indicate appropriate adaptations based on learning needs

B. Recommend literacy learning goals for...

References: “Content Standards.” California State of Education: CDE. Web. 15 Dec. 2010.
Gunning, Thomas G. Creating Literacy Instruction for All Students. Boston: Allyn & Bacon, 2010. Print.
Harris and Hodges in their The Literacy Dictionary (1996)
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