Mary Kaish EDRD 7717 Dr. Coffey, Kennesaw State University EDRD 7717 Case Study Mary Kaish EDRD 7717 Dr. Coffey, Kennesaw State University

Introduction “Ben” 5 years old Pre-K at private school English speaker Emerging reader Overall enjoys reading Motivated Bright Mature

Introduction “Ben” Enjoys playing with his friends Interacts well with others Does not get in trouble often Usually quiet in class Hesitates to raise his hand in case he is wrong Completes his work when asked

Parent Conference Met with Ben’s mother in early fall Expressed that Ben had been showing interest in reading at home Wasn’t sure what next steps to take Wanted to be able to give him skills and strategies to work with while reading Agreeable and excited to see his progress

Informal Assessment QRI-5 Read Pre-Primer 1 Word List at Instructional Level Read Pre-Primer 2/3 Word List at Frustration Level Read Pre-Primer story “I Can” at Read Pre-Primer story “I See” at Surprised at impressed at his results Ben never got discouraged

Informal Assessment Determined that Ben had great background knowledge and familiarity with stories and words Ben reads many words from memory He is often reluctant to sound words out Unsure how to decode Despite knowledge of letter-sound correspondences he does not use them while reading words

So… What Next? Decided I would work with Ben to help him use all that he has in his schema to read words I would activate his prior and background knowledge before during and after reading Give Ben skills and strategies that he can pull from during reading Evaluated the 5 components of reading and how they applied to Ben Made sure Ben’s mother was on board and willing to work together on this- she was 

Working Together Able to pull Ben aside to work one-on-one a few times a week Used results from QRI-5 as guide and planned briefly from there Tried to make skills and strategies something he would use consistently while reading Wanted him to be confident enough to read independently and able to comprehend His mother also helped work with him at home

Formal Assessment K12 Placement Tests- Basic Phonics Assessment Letter Recognition: 13/13 Letter Writing: 10/13 Rhyming Words: 3/3 Compound Words: 3/3 Syllables: 3/3 Sounds: 3/3 Phonemes: 2/3 Counting Sounds 0/2 Assessment stopped

Formal Assessment Showed that Ben still heavily relies on background knowledge to help him Despite the skills and strategies we tried to instill in him, he still does not like to sound out or decode words Proves that Ben is still an emerging reader, but is able to experience success Shared the results with Ben’s mom again

What This Taught Me… Working one-on-one with a child can present many challenges and struggles, especially when the child is reluctant to learn things Allowed me to complete these types of informal and formal assessment firsthand and then apply it directly to a student Gave me a chance to further break down the 5 components of reading and how they relate to the children in my classroom To feel more confident as a reading educator going into the future