CASE STUDY Name: Paige Birthdate: 12/09/2006 Age: 10 ‘School: Viking Elementary Grade: 5 Date of Report: 10/13/17 REASON FOR REFERRAL (Garents and at risk teacher) A. Enrichment B._ Reading Dificutios x Below Grade Level Reading Abily _X_" ‘Word Attack Problems ‘Sint Word Protlems ‘Comprehoncion Prolems C._Witing Problems Inappropiate Speting Knowledge D. Listening Comprehension Problems E. Timo on Task Problems F, Study Strategy Problems G. Poor Attude Toward Readingneting H. Poor Attitude Toward School 1. Lack of intrest in ReadingAniting ‘Comments: Paige has a dificult time comprehending the stories that she reads. CASE HISTORY (Garents) ‘A. Birth Data: 12/9/08 ‘Apparently Normal: =X Other: 8. Developmental History: ‘Apparently Normal Other: CC. Medical History: ‘Apparently Normal: _X__ Eyesight Problems: _X_ ‘Speciicaly: Glasses Hearing Probloms a Specifically ‘On Medications: Specifically: ther Physical Impairments ‘Comments: Paige does receive speech services, but she hhas no health problems that affects her learning, EDUCATIONAL HISTORY ‘Above Grade Lovel Achieverents/Grodes ‘Specifically: (On Grade Lovol Achieverents/Grades ‘Speclcaly: Below Grade Level Achievements/Grades Specifically: Reading Retained a Grade Specifically: ‘Attended More Than One Schoo! ‘Specifically: ‘Attude Towards School - Generally: ‘A) Good _X_B) Avorage __ C) Poor __ Comments: Attude - Self Towards School: A) Good _X_B) Average C) Poor__ (Comments: ‘Subjects Likes: art, Subjcts Dislikes: FAMILY HISTORY “ (List source of information in parentheses) Lives With: Mom, Dad, Sister, and Brother Relationship to Care Givers: ‘Apparently Normal: Comments: a ‘Number of Siblings (M/F) and Ages: 2, F 8 & M6 Relationship to Siblings: ‘Apparenty Normal: = _X_ ‘Comments:BEHAVIOR DURING TESTING AND LIMITATIONS OF RESULTS ‘Apparentty Normal ‘Showed Evidence of Anxety Diffouity Understanding English Refused to Cooperate Possible Vision Problems | Any Diffcultes with Tost That Would Effect Rekabilty/Validity of Test Resuits Possible Hearing Problems Comments: Student was very excited to perform all the tasks that were required of her. ASSESSMENT RESULTS Assessment Used: QRI-6 Word List Independent: 4 Frustrational: 6 Inetructionsl: Grade § Narrative Independent Instructional: § Frustrational’é ry Independent-4 Instructional: § Frustratonal8 (Other Formaliinformal Reading Tests ‘San Diego Quick Assessment Teacher Made Tests ‘Attude/Interest eurvey: High interest and positive atitude, Concepts of Print — NIA General AchievementiGrades Fountas and PinnelR Formal/Standardized Tests STAR 562 ‘Comments: 2-3 sentences Paige results are below grade level and her results from STAR are important to not as well, Her results show that addtional support should be given. PHONEMIC AWARENESS / PHONICS RESULTS Leters/Sound Relationship Upper Case Lower Case Sounds ‘Segmentation Blending Rhymes: Early Names Tost Initial Consonants Ending Consonants ‘Consonant Blond ‘Consonant Digraphs ‘Shor Vowel Long Vowel Vowel Digraph Rimes Names Test Inital Consonanis Iniiai Consonant Blends Consonant Digraphs Short Vowols Long Vowels ‘Vowel Digraphs Controled Vowels ‘Schwa, ‘San Diego Quick Assessment: Read well o grade 5, ‘botween grades 6 and 7 missed more words. ‘Comments: ‘Student's needs in reading are mostly the concems ofthe Parent and teacher. No phonemic awareness or phonics ‘assessments were given.INTERPRETATION OF INFORMATION COLLECTED {ORI 6, San Diego Quick, and Fountas and Pinnell running recrod) B._ General Capacity (+/-) High Listening Level Corpereto Reading Love . {Low Listening Leva! Compared o Reade Level C._ Prognosis for Reading Improvement (X) Rapid Average _X__ Slow. e is making progress wither reading ik mora time vel alow greater growth for D. Reading Achievement Instructional Reading Level: = _S_ ‘Atttude Toward Competence in Reading (X) Good ‘Average X_ Poor E._Word Analysis Skills {APPLICATION (Strength; - Weakness) inital Consonents SIGHT WORDS: Grade Level Achieved: 5 Comments: The student can read many words in the 6th ‘and 7th grade list but the words that she missed she didn't stop to find the correct pronunciation. F. Comprehension (+ Strength; - Weakness) ‘Comments: implicit questions are 8 weakness for this student, especially in narrative text. G._ General AchievementiGrades ‘Strengths: Kindness, motivation, love of reading, hard working Weaknessos: comprehension, ability o stay on task INTERPRETATION OF INFORMATION COLLECTED CONTINUED ‘A. Loaming Style (describe strength) Paige is a visual learner; this allows for great hands on actives, H. Specialized Areas (yes / no) ‘Vision Apparently Normal po ‘Wears Gissses “racking Cancers "no Hearing “Apparently Normal. _yos__ ‘Cornments: There are not major concems ith RECOMMENDATIONS A. Word Analysis Skil (ist 2-3) ‘Spend time looking at word parts for unknown words, B. Comprehension Stratogies/Stils (ist 1-2) Implicit reading questions: Writing Skils/Stratogios (lst 1-2) This was not focused on during sessions, students reading was more concerning. D. Leaming Style Modality (descrine) Visual E. Wide Range Reading (List what genres or types of books student likes). Any book that involves animals is a ook that Paige will enjoy. She doesn't prefer fiction ‘over nonfiction just thatthe books are about animals Comments: Paige loves to read and loves to talk about books. However, implicit questons are quite chalenging for her to answer. Continued work wth these questions wil strength her questions. OVERALL SUMMARY STATEMENT Before tutoring, the student struggled with comprehension of text During tutoring, the student worked hard on sorting words to many comprehension skills and strategies, After tutoring, the student could use some more work with implicit comprehension strategies. Itis recommended that the student continue to work on answer implicit questions and her oral reading speed.Name:__Sarah Wengerter. Address: @amail.com 1501 Rose Street #34 La Crosse WI 54603 Xe 0 olenctsrrnciamtmuosnae —ame SOWA Wengtrter Descriptor | Proficient (2) Basic (1) ‘Minimal (0) ‘Peal Score Directions | Ftowsl il drecons Melty ofdrecione flowed. | Followed few rection. comer thoroushiy. Complete cover ase, | Complete cover age:report | page missing orincomplete, oid | Tepowvtensndpesemedine. | wringer presentioncou | notre comple reper preteen meme feeieernoeeesnety [tated petstntpeomaton | completed. |_| and quality of writing. I, pedgoind |Samitedatettietoloavegn | Subetendalottettowingta | Subnitedsone ofthe foloung Intometion | état scent tntnamecreot | ncedttowugh revere: | reedmarecetat studeete Teweene [Sith endeinsdeot resontor | student fname de otinh, | ameraateorith endein | po teetalcaehiston, sco! | gndeinschajresonfor | sean ston or retrace Savas [hitonsinattee and, |ierakene iter, stet | Rionssdeathionysudent [IY family history. simmeee history, student attitude, and | attkude, and family history. Tsoi | fm haton Sow ity history. Taeament | udspatepn dpe; |udedcarnyordomguenin | wintery amomagnanao |NE| of Students | reason for choosing the ‘some of the following: List of fniptohalemennicd [scofspece assessment, dates administered specific pre and post tests and pres -tnets and reason vanes |endrerate Rotedsusont | essen forctosn the Sentnane meme ae | ONG Srtudefbehver duigtesing. | rermert ever sdminteres | “7wnereandrat ; Tecetiydacmedradee ” |andrente Someeottenct |uacinstsilart Gngrss,Thespecicpan and | seuderesucefoehvor rng. | eevamsnageer taser cas forthestudent were based | testing. Mostoftheplansand | werebaed onthe asessmentresats: fs ( fon assessment results, {Goals forthe student were based aoa © | onthe assessment results. Daily Incuied afte folowing wat | Inceded most othe ftowin: well iced some of the folowing: wel ropared professenalyeeveloped | prepared, prfetonlydeveiped | prepared profesional developed Lesson daily lesson plans. Recorded date and_| dallylesson plans Recorded date and | daltyeston plans. Recorded date and Plans (x18) | tmeot each session with objectives, | time of each sesion with objectives, | time ofeach session onarecorsing ECGS wn instructional activi evaution and | Instron ates, evaltion nd_| sheet wth bce, instructional a relacion fachsesionfoloweds | reflection. Eachsesiontoloweds | aces, evaluton nd refecton. onsentfornat. Eat sesion | conaitentfomat achseson | Each seson flowed consent included word sty, ene, and | induded wordstdy fueny,snd__| format. Each eslon ined word comprehension active. Usted | comprehension acts, Ince | stu, hey and comprehension Semercotetrnioedsany | avretocen viwcramne” |ecmir vecremere 1 telecon Used balance frre | records. Used ebelnce of maatve | Reflected dal, Used a blocs of ; Acexpostory ext Shortrefecion | and expos texs.Somedally | narrative ond expos ext No aly inte | estos ‘etecton. Overall | Indus: samaryot recur | Misingone ofthfolowing: | Ming morethnonethe | practicum | wetwiile sessing toring, | summary of procedures used | follwing: summary of procedures and reassessing students; while asessing, tutoring, and | used while sssssng, tutoring, Feflection | implications of how ths practicum | r-asessng students; implications | and reassessing students; (wa) benefited the teacher, of how this practicum benefited | implications ot how this practicum wistantrds | implications of future teacher and | the teacher; imlcations of future. | benefitted the teacher g student impact. Proper spelling | teacher and student impact. and grammar used throughout. _| Proper spelling and grammar used = throughout. po-To214 093701 acueD4ge2 cusaSeraconsLESe4 D-s07545 Comments: Wan PRE, Get Pings happen 4, EE organo Wohin OE han Students!