1. The Case of Paul: A Third Grader with Reading Difficulties

2. Case Background Information Paul attended kindergarten at a school in another state Paul attended kindergarten at a school in another state He attended 1 st grade at Crescent Elementary He attended 1 st grade at Crescent Elementary He attended 2 nd grade at Smith Elementary He attended 2 nd grade at Smith Elementary Currently, he is a 3 rd grader at Smith Elementary Currently, he is a 3 rd grader at Smith Elementary

3. Characteristics of Beattie SAT Process SAT Process Administrative support of using evidence-based interventions Administrative support of using evidence-based interventions Lack of consensus, understanding of what this means in the building Lack of consensus, understanding of what this means in the building “Novice” teacher “Novice” teacher She is unsure of the amount of time she should be dedicating to helping this student read She is unsure of the amount of time she should be dedicating to helping this student read Testing seems to be understood as the way to help him Testing seems to be understood as the way to help him

4. Characteristics of the Family Mom Mom Highly educated, PhD, pharmacist Highly educated, PhD, pharmacist The “bread-winner” of the family The “bread-winner” of the family Dad Dad At home dad At home dad 2 nd grade teacher reports that he is also unable to read/has extreme difficulties with reading 2 nd grade teacher reports that he is also unable to read/has extreme difficulties with reading Older brother Older brother Also has difficulties reading, reported by mom as worse than Paul’s difficulties Also has difficulties reading, reported by mom as worse than Paul’s difficulties

5. Characteristics of Paul Bright student Bright student Demonstrates strong problem-solving skills Demonstrates strong problem-solving skills Participates in class Participates in class Demonstrates knowledge in content areas Demonstrates knowledge in content areas Loves building things Loves building things Very active Very active Social and has many friends in his class Social and has many friends in his class Enjoys reading chapter books with his mom Enjoys reading chapter books with his mom

6. Target Behaviors Home Home The number of times Paul initiates reading with his mom or dad The number of times Paul initiates reading with his mom or dad The duration of reading time each night The duration of reading time each night School School The number of words he decodes correctly in a 3 rd grade reading passage The number of words he decodes correctly in a 3 rd grade reading passage DIBELS was used to assess oral reading fluency DIBELS was used to assess oral reading fluency

7. Baseline Data: Home

8. Baseline Data: School

10. Goal Setting Home Home To have Paul initiate reading at least 2 times a week with his mom or dad To have Paul initiate reading at least 2 times a week with his mom or dad To have Paul read 4 times a week at home To have Paul read 4 times a week at home School School To increase Paul’s correctly read words per minute by 3 a week To increase Paul’s correctly read words per minute by 3 a week

11. Functional Analysis Paul is reported as having strong comprehension skills Paul is reported as having strong comprehension skills Difficulties occur when identifying an unknown site word Difficulties occur when identifying an unknown site word He becomes frustrated when reading He becomes frustrated when reading He does enjoy reading chapter books with his mom He does enjoy reading chapter books with his mom

12. Hypotheses Mom was unsure of why this may be happening Mom was unsure of why this may be happening Teacher thought it was because “something isn’t clicking” with him Teacher thought it was because “something isn’t clicking” with him Handout to organize the information Handout to organize the information We decided to target accuracy and fluency based on the DIBELS results We decided to target accuracy and fluency based on the DIBELS results

13. Plan CNAI CNAI Home: Listening passage preview, read with mom Home: Listening passage preview, read with mom School: Continue to the word builder School: Continue to the word builder CPEI CPEI Home: Continue with listening passage preview Home: Continue with listening passage preview School: Replace word builder with a focused phonics instruction -> Repeated Readings School: Replace word builder with a focused phonics instruction -> Repeated Readings

14. Progress Toward Goals