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Josue Jimenez EDSP 525 Case Study: Dr. Ramirez
Josue Jimenez EDSP 525 Case Study: Dr. Ramirez
Josue Jimenez
EDSP 525
Case Study
Dr. Ramirez
Kaylee is a nine and a half year old , second grade student who attends Riverdale Elementary.
Her academic and behavioral difficulties began in preschool. Kaylee was referred for Pscyoeducational
evaluation by both her parents and teacher. Her parents are concerned about her interpersonal and
academic development, whilst her teachers are concerned about her learning ability. Kaylee was
observed during regular classroom time and at intervention. While reading aloud with other students she
did not follow along with others and struggled to name words she was reading aloud. She also showed
difficulty with high frequency flash cards. During intervention, while reading aloud a mid first grade
During screening , Kaylee was indicated to be experiencing moderate difficulty on the Social
Skills Improvement System. Additionally, her score on the CELF-4 screening test was below criterion
with main areas of concern being receptive and expressive language, – content and structure, and –
verbal working memory . As a result of her scores on the CELF-4 she was diagnosed with a
Speech/Language impairment as her deficits in language skills adversely affected her communication in
academic and social settings. Her scores on the Wechsler Individual Achievement Test–Third Edition
(the Wechsler is an individually administered measure of oral language, reading, written language, and
mathematics) were consistently in the below average range for ELA domains, and average for
Mathematical processes (See image 1.1). The NEPSY-II Subtests also provides insight into the students
memory. Of 5 categories the test examines, which include List Memory, Narrative Memory Free Recall,
Narrative Memory Free and Cued Recall, Affect Recognition, and Theory of mind, the student was only
at level on two of five being Affect Recognition and Narrative Memory Free and Cued Recall (See
image 1.2). Kaylees Phonological Processing was also examined using the Comprehensive Test of
Phonological Processing (CTDPP). Kaylee was shown to be below average in the areas of Alternate
Awareness and Rapid Naming (See image 1.3). Kayless recall abilities were also assessed using the
Differential Ability Scales-Second Edition (DAS-II). She was shown to be below the average in every
domain assessed with the exception of the speed of information processing (See image 1.4). Kaylee's
cognitive abilities were also measured with the Differential Ability Scales-Second Edition (DAS-II), and
were found to be below average in domains that include Verbal Ability, Spatial Ability, NonVerbal
Fluency
In the long history of reading instruction, one would assume that there have always been
varying levels of one on one instruction between educator and pupil. After the age of Piaget however,
educators now identify scaffolding as one of the more effective tools in teaching fluency. A prime
example of this is presented in “Fluency, It's all about audience,'' which recounts an educators use of
video recordings of readings to model previously read text for students (Leathers, 2017). More
specifically, the rereading of familiar text is the tool utilized in the study. The motivation of the student
is that the recordings would be used not only for the student to have more exposure to the text, but to
show progress to his parents , which increased his motivation. Having this weekly recording to do for
ones parents is something that can be easily replicated with classroom technology, and gives motivation
proficient peer and modeling by an adult (Stevens et al, 2017). Specifically, this is one doing what is
known as an LPP or listening passage preview. During this intervention the reader who is modeling for
the student reads the passage first, which would ideally give the student an opportunity to read for
context during his or her own reading afterwards. One important detail about LPPs is that the reader
receives feedback immediately during the reading from the more proficient reader. The practice of
modeling and peer reading was said to increase reading rate and comprehension, but did not show a
direct increase to reading accuracy. These findings are consistent with other forms of intervention for
reading fluency.
A third incarnation of fluency practice is provided in “Books for two voices” wherein Maggie
Chase and Eun Son provide a roadmap of how to prepare students for engaged reading (Son, 2018). The
authors provide the background of scaffolding readings for students which then progresses into paired
readings where students can use “character sticks” to remember which part of the text was theirs to read.
The students can then switch characters as they complete the text, and upon completing a text get to
complete a self reflection that highlights what areas of reading they felt competent in , and what areas
they feel they need more practice. In this instance, the teachers noted that the use of character reading
was not only beneficial for fluency but specifically was great practice for porosity as they switched back
and forth between characters and showed eagerness to portray the different characters in the stories.
Writing
Traditional spelling and handwriting are topics that have gone through dramatic changes in grade
school in recent years with things like cursive handwriting being left out in some classrooms while areas
like typing and computer keyboarding have been taught. However, according to Datchuk and Dembek,
sentence writing retains the critical features of handwriting and spelling mastery. Another key feature of
composition is the cognitive approach of composition that dictates a student will need to master the
more rudimentary prerequisites to effective writing such as spelling, sentence craft and handwriting
before mastering composition. This also means that interventions for composition will include practice
According to literature for fluency intervention an effective intervention should include group
work for readings in addition to further motivations for students to do repeated readings. For Kaylee's
fluency intervention the reading schedule utilizing the table below was employed . Firstly was choral
reading to provide modeling by students by pairing them up with partners and have them read in unison.
Next is a paired reading where students would take turns portraying the different characters in the story
while reading, and they would take turns reading as different characters. The echo reading would be a
way for them to follow along while the teacher models , and then read back what the teacher has read
afterwards. The fourth activity would be a timed reading to assess how far students are progressing in
the repeating of the text. The final activity of the week would be the motivation component which would
be a recording to show progress in fluency from the week before potential and it is something that can
be shared with the parents of the student. The duration of the repeated reading intervention was four
weeks initially.
Text Monday Tuesday Wednesday Thursday Friday
For Kaylees writing intervention I chose to utilize explicit instruction. The rationale behind the
methods used for this intervention being that exposure to vocabulary, spelling practice, phonics and
writing practice are all foundations for spelling. The duration of the intervention was also a month long.
We begin the week by practicing phoneme deletion and addition. The second day will utilize the
learning of new vocabulary words via the dictionary and the sight words for the grade. The third day the
student familiarize herself with less commonly used words or words that don't follow typical rules. The
fourth day we did tracing activities to copy text. The assessment for the intervention will come on friday
where we use a comic/story template to use words that we have come across during the week in order to
Results
The areas of focus for the intervention were those of reading fluency and spelling. After a month
long intervention Kaylee showed progress both in her work and increased motivation to do classwork.
She showed progress at the end of the week assessment in both domains (The weekly assessments being
video recordings and story assignment as assessments for fluency and writing respectively). The
Wechsler Individual Achievement Test-Third Edition was readministered and Kaylee was shown to
have seen improvements in the domains of Oral Reading Fluency/Reading Comprehension, and
Spelling/Sentence Composition. Prior to intervention she scored below average and low in all ELA
domains. After receiving intervention for spelling and reading fluency she scored average in all of the
addresses domains with scores in the low 90s up from scores in the 70s and 80s.
References
Datchuk, S., & Dembek, G. (2018). Adapting a Sentence Intervention with Spelling and Handwriting
Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 15( 1), 7–27.
Leathers, J. (2017). Fluency: It’s All About Audience. Reading Teacher, 70( 4), 499–499. h
ttps://doi.org/10.
Stevens, E., Walker, M., Vaughn, S., & Jiménez, J. (2017). The Effects of Reading Fluency Interventions
on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning
Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, 50( 5),
576–590. https://doi.org/10.1177/0022219416638028
1002/trtr.1534
Son, E., & Chase, M. (2018). Books for Two Voices: Fluency Practice With Beginning Readers. Reading
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