Sabrina Savage

Case Summary
Lowell Summer 2019
7/26/2019

Case Summary and Analysis

My student is going into second grade. The student began session at a grade level 1

end and ended session on a grade level 2 end. The expectation on oral reading rate for

his chronological grade level is 47 and he scored 70. In terms of oral reading accuracy

grade level expectation is 95%-100% and he received a 96%. He masters

comprehension with 100%. My student is meeting grade level expectations.

In regards to analysis of the intervention. We began our interventions with a word

bank. The word bank consist of high frequency sight words that the student has

trouble with. The next part of the session was assisted reading at the students

instructional reading level. Before reading began I introduce the book with a preview.

Preview was important for my student because it built background knowledge. I

noticed in my sessions that when I focused on an in depth preview of the story my

student scored higher on accuracy and fluency because I feel that the student was

more invested and interested in the story. So I made adjustments early in my

interventions, in regards to having through and meaningful previews.

After story preview we move into echo read, solo read (during solo read I conduct

a rate and accuracy check). Echo read (tutor models fluent reading, as student tracks

under each word). During echo read and solo read I ask the student comprehension

questions to make sure the student is getting meaning from the text. Early on in our
Sabrina Savage
Case Summary
Lowell Summer 2019
7/26/2019

interventions my student would continuously get lost on where he was at in the text

and skip lines. The student didn’t like tracking with his finger and was extremely

sloppy with his finger when he was asked to do so. I adjusted this part of my

intervention by having him use a transparency strip. The transparency strip helped the

student maintain their place in the text and strengthened visual tracking skills. After

assisted reading we moved into word study.

We began our word study check with mixed short vowels and ended on core A

vowel patterns. During a word study check the student vocalizes the vowel sound and

vowel pattern. The student also identifies the matching vowel patterns and sounds and

groups them accordingly. Next I choose five words from sort and conduct a

spellcheck. Lastly we work on sentence writing. During sentence writing we use

scope and sequence for the high frequency words. The session conclude with repeated

reading. During repeated reading the student will re-read previously read text on their

instructional level. During this time the student is timed for three minutes, I’m taking

data on the amount of words read and miscues in the text.

After administering the posttest and analyzing the data, my student is meeting

grade level expectations. My students instructional reading level is a grade 2 end, he

started at a grade 1 end. My student is going into second grade, grade level

expectation for grade 1 end is approximately 60 wpm and he received 77 wpm. The

student had 96% accuracy and expectation is 95%-100%.

Sabrina Savage
Case Summary
Lowell Summer 2019
7/26/2019

My recommendations for future instruction/intervention success includes; reading

aloud for at least 10 minutes a night, partner read, partner discuss

(comprehension/meaning of written text), and predicting. During predicting the

student skims and scans the text and then orally makes a prediction. All these

strategies will help the student maintain and strengthen reading fluency and

comprehension.

As an educator, I’ve learned to be patient and understanding with struggling

readers and not to rush instruction. I recognized the importance for intensive

intervention with struggling readers. A specific example includes that importance of

building the foundation for a new instructional leveled story. You begin to build the

foundation by previewing the story.

Previewing allows the student to comprehend and gain a sense of the meaning of

the story. Previewing also allows time to discuss difficult words/sight words and their

meanings. I have recognized that previewing builds reading rate and accuracy, as well

as comprehension retell and summarizing. My practice in teaching reading instruction

was further informed (with younger grades) in regards to improving students

comprehension by allowing them to Make, confirm, and revise predictions. Also

allowing students to reread when confused in the text and apply word-analysis skills

while reading by using phonics and simple context clues to figure out unknown

words.