Case Study

Veronica Spikes

Student Information

Name: Patton Channing

School: Lakeview Elementary

Grade: 2nd

Age: 8

Teacher Referral

Short attention span

Reading level of 1.5

Math

Math difficulty with new

concepts

Reading

Possible learning disability

Tier 2

Tier 3

X
X

Parent Comments

Assessments Used

Test of Word Reading Efficiency (TOWRE)

Comprehensive Test of Phonological Processing 2nd Edition

(CTOPP-2)

Gray Oral Reading Test 5th Edition (GORT-5)

Wechsler Intelligence Scale for Children-Fourth Edition

(WISC-IV)

Wechsler Individual Achievement Test-Third Edition (WIATIII)

OWLS-II Oral and Written Language Scales, Second Edition

Scores-low
average in
both sight
word and
phonetic
decoding.
16th percentile

Scored low,
borderline and
average on
various
sections of the
test.
Scored highest in blending,
phoneme isolation, and
memory for digits.

Scored low to
very low
average in
accuracy,
fluency, and
rate. Scored
high in
comprehension
GORT-2

Pattons Full Scale IQ

(96) and the Verbal
Comprehension (102),
Perceptual Reasoning
(104), Processing
Speed (100) index
scores all within
normal range.
Pattons Working
Memory index (88)
falls at the below
level showing
weakness in the
working memory.
Wechsler Intelligence
Scale for Children-Fourth
Edition (WISC-IV)

Pattons Reading
Comprehension and
Fluency, Total
Reading, and
Writing Expression
Composite are low
average
Wechsler Individual
Achievement Test-Third
Edition (WIAT-III)

Pattons Listening
Comprehension
and Oral
Expression are
considered
average.

Oral and Written Language

Scales

Summary
Patton was evaluated for a
possible learning disability. In
terms of cognitive abilities,
most of Pattons scores are in
the average range. An area of
concern is accuracy, rate,
fluency, working memory,
phonological awareness, nonword repetition, phonological
memory, and rapid naming.
She exhibits some weakness
in the area of memory as her
teacher reports, however, she
does not meet the criteria for
a learning disability.

Recommendation
Pattons difficulty with working
memory and reading
phonological with awareness may
interfere with her ability to
manage classroom assignments.
She would benefit from regular
class supports, such as extra
time on assignments, repeated
instructions, posted reminders,
small group instruction and
tutoring. Patton is required to
participate in reading while not
feeling rushed, also having
support in place to help build her
confidence.