After reading the case study, you realize that Susie is in need of our help. The question we have to answer is what should we do? Summarize what you think are her areas of strength and need. Next explain how her learning conditions might be contributing to her situation. Finally, what recommendations would you make to the intervention team?
Susie is a very sociable and imaginative student. She has a passion to learn. Her needs include reading fluency and comprehension. These deficiencies may be caused by an attention disorder, need for glasses, problems at home. We would recommend having Susie's vision and hearing checked to make sure there are no problems. Also, you could break up assignments into smaller sections, rearrange preferential seating, have longer times for assignments, or break up the students into groups. Susie could also have special assignment sent home to work through with parental help.
ReplyDeleteI don't really know her strengths and weaknesses from this case study, she may have emotional or behavioral issues holding her back or not responding the the teachers method of teaching. She may also not try her best on the assessment, which is a major problem at my school. I would reccommend looking into Susie more than just the academic side but the whole student because I don't see being behind by 1 grade level as a major issue.
ReplyDeleteSusie is only one year behind. She is not that developmentally delayed. If the teacher and reading instructor are really concerned about her progress they should evaluate her behavior as well as her reading skills. She may have difficulty concentrating on particular passages because they are not interesting to her. She may be afraid to read aloud and the nervousness causes her to make mistakes. She could just have the mentality that she wants to do good but she just does not care about reading. The teacher and reading instructor may want to find something that is exciting for her so that she will be excited to read.
ReplyDeleteSusie's areas of strength would be that she is willing to learn, she wants to please her teacher by understanding and following directions, she is very social with her classmates and peers, has an active imagination, which means that she learns different than others, and vocabulary words and math. Susie's needs are fluency, comprehension, and retelling the stories/understanding the main idea of stories or passages she has read.
ReplyDeleteShe may have a performance anxiety and could affect how she reads. Also, self esteem could play a factor with wanting to please the teacher. Lastly, how Susie interperts the information that the teacher is telling her could affect her understanding.
Recommendations we would make to the intervention team would be: peer tutor or a peer reader to read passages outloud with to work on fluency, allowing her to read over the passages more than once, breaking down the reading in smaller chunks to help her understand what she is reading, and lastly asking the questions outloud instead of having it written on the paper.
-Michelle and Amber
Administering the CBM is a good next step, followed by looking at the results, and using that information to create a plan for Susie. Mr. White and Mrs. Jefferson should consider more specialized instruction for Susie, instead of helping her with general curriculum, since Susie seems to be doing well in the areas of vocabulary and math, has an active imagination, and knows letter sounds in isolation. Another of Susie's strengths is that she is very social, and she wants to learn to read. Susie has difficulty with oral reading and comprehension. One area to address is that of sounding out words, and putting the isolated sounds of the letters together to create words. If she can not put together and sound out whole words, then maybe she has difficulty with reading entire sentences, and this might result in her lack of comprehension. Perhaps Susie did not learn the foundations on which reading is built, and becomes very nervous when she is asked to read aloud. We would suggest to the intervention team that they need to determine if Susie actually has a learning disability, or if she just needs extra help in the area of reading.
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