Assessment and Correction of Reading Difficulties PK-12 Practicum Case Study: Oakley Daily Lesson Plans Conference Report Comparison Report Daily Lesson Plans: Sammy Overall Practicum Experience Reflection Emily D’Angelo 1301 Emilie Street Green Bay, WI. 54301 (920)-562-7222 edangelo@gracesystem.orgCASE STUDY Name: Oakley ‘School: St, Bernard Birthdate: 1/19/09 Grade: 1 Age: 6 Date of Report:12/13/15 REASON FOR REFERRAL CASE HISTORY (Reported by Oakley's teacher) ‘(Reported by Oakley's mother, Krissy) A.Entichment: Oakley's teacher has tried to give Oakley A. Birth Data: some extra help in the classroom, but he still seemed Apparently Normal: tosinggio, Other: 8. Reading Diffculies: Yes B. Developmental Histon: Below Grado Lovel Reasing Abily: Yoo—reeding ataK2 ‘Apparently _Yoo__ Funiae ae Pinel eeding ler, which is blow grade Otters iors Atack Problems: No—Oaley has strong phonernic 3 im C.Medical History: Kl that Kelp hn rea! decodable words. "Noma: _Yom_ ‘Sigh Word Probleme: Yeo—Oakey trvggls to road and rmameor ght Words” ney adios. Eyesight Problems: _No__ ‘Specifically: Comprenesion Problems: No—Oakley has strong comprehension skis, Heating Problems C-Wiling Problems: Oakley struggles to ape sight Words, Spectioaly: ‘He can spell decodable words. Oakley reverses and d fen wiven be i wetting. (On Medications: —No__ . Listening Comprehension Problems: No ‘Specifically E-Time on Task Problems: Yes-Oakiey is easily ‘Other Physical Impairments _No__ F. Study Strategy Probleme: No Comments: Throis afar story of Dysava and ‘G,Poor Aittude Toward ReadingMilting: No-Oakley has a groat attitude! EDUCATIONAL HISTORY | Above Grade Level Achlevements/Grades _X_ Speciicaly: Science ‘On Grade Level Achlevements/Grades X_ ‘Specifically: Math, Social Studios, Language Arts Bolow Grade Level Achievements/Grades __X_ Spectically: Spelling, Reading, Phonics Altitude Towards Schoo! — General ‘A) Good _X__B) Average __C) Poor ‘Comments: Oakley is vory heppy at school. He has ‘many friends and works very hard in class. In general he enjoys school. Alttude — Self Towards Schoo: A) Good _X_B) Average __ ©) Poor Comments: He je confident ia ath; on 10/28 he Teported he “ln good at reading’ FAMILY HISTORY (information provided by student's mother) Lives With; Mother and Father Number of Siblings (WF) and Ages: Ollvia (female) is 11 years-old, and Owen (male) is 9 years-old. Relationship to Care Givers: ‘Apparently Normal: Apparently Comments: Caley spends oT te wih grandparents where pari sre war. Relationship to Sibings: Norma = _X_BEHAVIOR DURING TESTING AND Assessment Used: QRI-5 Pretest Date: 10/27/15 Posttest Date: 12/615 Word List Pretest: ‘ncrucionak_Pre-Primer 1; 82% conbet Frustration: Pre-Pimer 2/8; 20% corect JPosttest: or Formalfinformal Reading Teste in Diego Quick Assessment independ Postest = Pre: (0%) Inatatona: WA 5 nt PtP 0% Pont rata Words Their Way: (Protest Date: 10/28/18; Post Test Date: -ormaliStandardized Tests Roading soora of 182 (S8th percent). Note that in frst grade, ‘MAP reading tet is administered orally, Yomments: The QRI-S word Iss and passages told me wha sight Oakley can reed end his epproximete reading level. Ho roved In his reading, however; he isnot at grace level. Words i Way tokd me about Oakley's ably to pall words. He Improved hls knowledge of consonant digraphs and blends. LIMITATIONS OF RESULTS Appaterly Normal —Yoo__ Showed Evidence of Ansty —No__ Difficulty Understanding English Ne Refused to Cooperate —No__ Possible Vision Problems No Possible Heating Problems No Any Difficulties with Test That Would Effect ‘Comments: Oakley was very cooperative during {eating and ourlessons. | enjoyed my time with him! Roliablity/Validty of Toot Results No ‘ASSESSMENT RESULTS PHONEMIC AWARENESS / PHONICS RESULTS. Assessment Used: Phonological Awareness Assessment Protest Dato: 10/28/16 Post Test Dato: 12/9/15 Rhyme: Pretest-41/12 (02%) ; Posttest-10/12 (83%) (Odalty Task: Pretest-8/12 (75%) ; Posttest-12/12 (100%) Oral Blending: Pretest-10/12 (83%); Posttest-11/12 ore) Oral Segmentation: Protest- 18/24 (75%); Posttest- 20124 (63%) Phonemic Manipulation: Protest-8/12 (66%); Posttest- ‘1212 (100%) assessment 60 | could get a better understanding of Oakley's strengths and woeknossos as a beginning reader. | eared from his pretest that his knowledge of ‘sounds was strong, but manipulating thom and listening for different parts of words was a bit ofa challenge. | was happy to see Oakley improve in almost every area in his posttest!INTERPRETATION OF INFORMATION ‘COLLECTED ‘oformation callocied from my data) B._ conera Capacty igh Uiserirg Lave! Compared to Rosdeg Lovl tow Listening Lavel Compare Reading Laval ©. Prognosis for Rasdng improvement Sherer Gay tno ed sinay popes ah word knowledge since we began working logether. He has improved roma Kz rendngovel «1 oaing level Ho prov on sa a reed at ptr cared, His krewldge of consonant iso moreno. ‘alloys rom continue Ih can cnt esting ieranten heading D._ Reading Achioveront Instructional Reading Levok: 1.4 (Fountas and Planet) ‘tute Toward Compatnce in Roeing Good _X_Averags___Poor__ E, Word Anadis Skits ‘APPLICATION (+ Strength, - Weakness; / improving) Ina Coneonants — Ending Consonants ‘Consonant Blend Gonsonant Diraphs Short Vows} Long Vowel ‘Vowel Digraph Rimes Inflel Consonant Blends CContrlled Vowols Sowa SIGHT WORDS ‘Grede Love! Achieved: No ‘Comments: ‘Aifiough Oakley's sight word knowledge has improved, be le not ‘reading al sight words at grade evel, F. (+ Strongth; - Weakness) Reeling ‘Comments: Oakley has made gains in his reading, but is stil below grade level, .Goneral AchievementiGrades ‘Suengths: Math, Socal Studies, Science ‘Weaknesses; Roading, Language Ars, Phonics Hptul Autudes: Ookley wes very cooperative and compitant. He alvaye worked hard and hod a great eltudel INTERPRETATION OF INFORMATION COLLECTED CONTINUED ‘A.Learning Stylo Oakley has excellent comprehension skits, He is very good at sounding out decodable words, Oaklay knows the sounds of all consonants and short vowel sounds. HH. Specialized Areas, ‘Vision ‘Apparently Nomnal: Yes ‘Weare Glasses: No “Tracking Concane: No “Apparently Nowak: Yes ‘Comments: Oakey doos net have spacialized areas of concom, RECOMMENDATIONS ‘A.Word Analysis Skils: Oakley worked on reading and ‘spaling consonant digraphs, and Identifying rhyming words and opposite words. ‘C.Wiiting Sklle’Strategies: Oakley would added pages to the story by writing his own thoughts to finish sentences in a book. One story was talking about diferent cars, abay wrote about which caro fed beat nd why he D.Leaming Siyle Modolty: Each lse0n kept the 4 ‘modalities in mind; Oakley manipulated letter tiles and Sands, acted oul sicres, Istened to stores and reed them E,Wide Range Reading: Oakley read nonfioion books about cars, animals, and people. He also read fiction stories. abot personified animals and giants! ‘Comments: Oakley was excited to read any and ali books! He felt very proud that he was reading independenty, and ‘especially enjoyed books about animals. OVERALL SUMMARY STATEMENT Before tutoring, Oakley struggled with sight worde. Ho eli not have consonant digraphs mastered. He lacked confidence in hie reading ability.’ After tuiring, Oakley has gained sight word knowledge and has improved his reading lovel. He has a boltor grasp ‘on consonant digraphs. Most importantly, Oakley is gaining confidence in his abiliy to read and writel We are going to continue ‘working together two times each wesk for 30 minutes each session to help Cakley continue to make progress in reading and writing. é Aas a4EDUC 683 Practicum Evaluation Rubee Name: Emily _D' Angelo Descriptor | Proficient (2) Basle (4) ‘Minima (0) | Fal Sere Direction | Fotowed al areconsthoroughly | Majortyofdrecionsfolowed. | Followed ew recon: Cover i 2 Complete cover page, report | Complete cover page: report | patemisingor incomplete, bid Oy ’ written and presented ina writing and presentation coukd | not include a complete report. Professional manner. have beenioreprotesionaly | cad proteins preeteion | + | completed. and quality of writing. Background | Submitted al ofthe towing In| submitted allofthefotowing but_| Submited some of the folowing, Information | deta students’ fistname, date | tacked thorough reporting: ‘need more data: students fst onstudents | ofbith,gradein schoo resson | students fiat name, date of bith, | name, date of birth, grove in (xa) forreterl cas history, choo! | grade in school, reason for School, reason for referral case 16 Wistory, student attude, and | referral, casehstory, schoo! _| Nstory, choot history, student family history. story student atttude, and | attitude, and family histor. + | famity history. Hy Assessment | Usted cic pre and posttest; | Lacked clantyorthoroughnessin | lacked dey or thoroughness in most ‘of Students. | reason for chootng the some ofthe folowing: List of | orallofthe flowing: Ustofspecte 8) assessment, dates administered | specific pre and post ests and | Band post tests and reasan for i and results, Noted student reason for choosing the ossngtheassessment ites LAG steiner drgesing, | smart es rnd _| mr ne Ma acer tamara | ene Sanson ay [areola digo. Thespecepan and | stderr ding | us rigs foarte wereted_ | eng, Mstotte gan’ | Snctcnastneem rate ‘on assessment results. ‘goals forthe student were bated tHe + | onthe assessment results. § Daily {ocluded most ofthe following: well | Included some ofthe following: well : prepared protesionalydeceped | peared potesonsyaecopes Lesson ‘ally lesson plans. Recorded date | dity lesson plans. Recorded date and Plans “and time of each session with time ofeach session on a recording chi nec cies, | sett abeetnstatecont ag) ‘wthaton andafeton tach” | sale etrdonanarehcon ‘sion fflowndaconsitertfonmat | Eahseton towed ssoneioe Eschseioincedwerdsucy, | txchertn ced wordsuay, | fomae tenes ned ‘Nencyaniconprenesien | fusrcyandeomrehsen | stay merce tyne esa int anmingrerts | Ses helvcivntecin. | wie Sdocrmmgces, | f 3b dots. cian cayretecion. | Uaedvamingreents: Und | nates en near net Undabainsotnereweand | bance cfraatneandeaoxtoy | noratnecefooeree een fronton Shor vetecton | tens Somedtyrcec | dayee ana Included daly. + Overall | ncluded:summaryotprocedues | Ming one ofthe folowing | Wsng more han one alae me usedwhle sessing tutoring, | summary of procedures wed | folottgrsunmary af pcedures | OMB el and re-assessing students; while assessing, tutoring, and used while assessing, tutoring , and reflection | impleaton of how tis practzum | re-ssearing sede ‘eaeetng ters impetins (x4) ‘benefitted the teacher, ‘implications of how this of how this practicum benefitted implications offutue teacher and | pracicum benaftted the teacher, | theteacherimpteatonrettonre | t+ ‘student impact. Proper spelling | implications of future teacher and | teacher and student impact. Proper 4nd gremmarused throughout. | student impact. Proper spelting | spelling and grammar used ‘and grammar used throughout. | throughout. A=74.1-78) AB=70.2-74 Comments: Smihu's tloilthy to notice fire debi vd wp her guide lior ghdents to fer next eps ob the right te. Toe} | yas Total T78 66.3-70.1 BC=62.4-66.2 C=58.5-623 CD=54.6-58.4D=50 7-545