CASE STUDY - EXTENDED GOALS

Case Study - Extended Goals

Megan Knight

EDU 474

4 December 2020

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CASE STUDY - EXTENDED GOALS

Original Instructional Goals

Student Pseudonym: Anna

Grade Level: 8th Grade

Goal 1 (Comprehension): When given a passage, Anna will read and correctly answer explicit

comprehension questions.

- I believe that Anna has demonstrated great progress towards meeting this goal. During

the first intervention lesson, Anna was able to read the passage “Happy Trails,” fill out a

story map graphic organizer with details from the text, and answer explicit

comprehension questions. Anna was able to correctly answer 4/5 comprehension

questions about this passage. In the second intervention lesson, Anna demonstrated her

ability to use the Text Lookback strategy to find answers to comprehension questions

directly in the text. In this lesson, Anna correctly answered 4/4 comprehension questions.

Based on Anna’s performance in each of these lessons, I believe that she has met this

goal.

Goal 2 (Fluency): When given an instructional level passage, Anna will read with fluency to

accurately decode the passage.

- After participating in two intervention lessons, Anna has made some progress toward this

goal. For instance, she did really well on the Suffix Scavenger Hunt activity in the fourth

intervention. She was able to correctly identify and read words that contained the suffixes

-ed, -ing, and -ly. However, in the repeated reading activity, Anna consistently made the

same errors in each of the three trials even after she was given assistance in identifying

the word. Therefore, although I feel that Anna has made some progress in her accuracy, I

don’t think that she has quite met this goal yet.

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CASE STUDY - EXTENDED GOALS

Extended Goals

Goal 1 (Fluency): When given an instructional level passage, Anna will read with fluency to

accurately decode the passage.

- I kept this original goal because I did not feel that Anna has met this goal yet. Like I

mentioned previously, Anna made some progress toward this goal. However, she still

struggles with word recognition and accuracy when she reads. Because of this, I would

keep this goal and continue to monitor Anna’s progress in this area.

Goal 2 (Comprehension): When given an instructional level passage, Anna will read and

correctly answer implicit comprehension questions by making inferences about the text.

- I selected this goal based on Anna’s performance on the QRI Passages. I originally

focused on explicit comprehension questions for the initial instructional goals because

Anna had more difficulty answering these questions on the passages. However, she still

struggled to answer implicit comprehension questions on the Level Three Narrative

Passage, and was Frustration at this level. Because of this, I think that a future reading

goal for Anna should be answering implicit comprehension questions and making

inferences about the text.

Goal 3 (Fluency): When given an instructional level passage, Anna will read fluently with

prosody.

- Based on Anna’s oral reading of the QRI passages, I determined some weaknesses that

Anna has in the area of fluency. More specifically, these weaknesses all involve prosody,

such as phrasing and expression. Anna has a tendency to read without expression, so her

reading does not sound natural. In addition, she has a tendency to skip over punctuation

when she reads. Both expression and phrasing play a major role in prosodic reading.

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CASE STUDY - EXTENDED GOALS

Therefore, I believe that a third future reading goal for Anna should be to improve her

fluency by reading with prosody.