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

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

3. 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

4. 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

5. 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

6. 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

7. 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 

8. 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

9. 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

10. 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

11. 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