Are You Smarter Than a 5th Grader?

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Rachel Austin Case StudyED523

• Are You Smarter Than a 5th Grader?
• Reading With Mattie

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Student Setting

• Student Mattie S.
• Students disability Specific Learning
  Disability
• Age 11
• Retentions None
• Medical issues ADHD (Does not currently take
  medication), wears glasses
• Behavior issues No significant
• Placement 5th Grade
• Setting Resource Room (Language Arts/Reading)
• Reading level 3rd -4th grade. (Most recent DRA
  was 3rd grade level.)

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School Questionnaire

• Test scores Last year she took the VMAST in
  reading (384)
• IEP info
• Present level of performance Needs to practice
  /r/, /l/, and /th/ sounds, comprehension
• Literacy annual goals
• Articulation With faded prompts, Mattie will
  correctly produce /r/, /l/, and /th/ sounds in
  all word positions in words, sentences, and
  conversations with 80 accuracy over 3
  opportunities measured quarterly.
• Reading Given a reading passage at her
  instructional level, Mattie will read the story
  with 85 accuracy at a reading rate of at least
  100 words per minute as recorded by the teacher
  on 3 separate occasions per quarter.
• Placement/Services Small group instruction for
  Language Arts, 22 hours of support per week, 3
  hours of speech per month

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School Questionnaire

• Other relevant background info
• Accommodations frequent breaks, graphic
  organizers, word processor and word prediction
  software, shortened and reduced assignments
• First received services in 2004 when diagnosed
  with a Developmental Delay

Strengths Outgoing Bubbly Family
Support Witty/Humor Driven
Areas That Need Strengthening Multisyllabic
words Within word vowel patterns Reading rate and
fluency Comprehension Speech spelling
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Classroom Observation

• Observation Setting Resource Room
• Group of 3 students, round group table
• Task complete packet of Make Connections
  series and corresponding comprehension questions.
• Instructional techniques
• Chunking to decode multisyllabic words (using a
  whiteboard)
• Predictions and group discussion
• Scooping Tracking
• Case study students performance
• Read round robin style (showing confidence and
  comfort)
• Very vocal in class discussion, yet needed
  teacher praise and affirmation

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Interests Attitude Surveys

• Surveys used
• Smiley Face Reading Inventory
• Reading Interview Form

• Interests
• Educational texts!!!
• Pinky, Dinky, Do
• Pandas!
• Rainbow Fairy
• Puzzles
• Playing Outside
• Fashion

• Attitudes Towards Reading
• Does not like to read aloud in class
• The more you read, the better the reader you are
  
• Double negatives
• Chunking
• Reading to learn

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IRI Overall Results

• Summary Chart
• Given over 2 sessions in the resource room
• Enthusiastic to participate

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Assessment 1 Matties IRI

• Example Miscues shotshort, receiverecent,
  journeygermany, sportsprout, tropicaltrobical,
  expertextra
• Strengths identifying initial phoneme sound,
  able to chunk and sound out words when given
  time
• Needs focus on word middle and endings (less
  guessing and more decoding!)

Word List Results
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IRI ORAL PASSAGES

• Read from 1st 4th grade passages
• Very hard to determine what her Independent,
  Frustration, and Independent levels were as a
  whole
• Perception Quick reader good reader
• Very eager to read to me and show off her reading
  skills

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IRI ORAL PASSAGES

• Example Miscues
• Substitutions Insertions
• Huge hungry (The Hungry Bear)
• Bushes brustled (Animals)
• Warned worried (Animals)
• Addition of and between sentences
• Strengths
• Strong comprehension
• Logical responses based off experience prior
  knowledge
• SLIGHT creativity in her answers
• Example How do you get rid of a bear? Bear
  Spray

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Estimated Reading Levels from IRI

• Needs
• Self-correction to self-monitor (tracking)
• Fluency and develop a reading voice
  (rereading modeling)
• Context rather than background knowledge
• Reading rate

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IRI other

• About Matties Reading
• Reading rate
• 2nd grade median level (avg. 96 wpm)
• Reading style Prosody
• choppy, rushed, monotone reading voice
• Strategies usage
• No Self-Correction or tracking
• Background knowledge?
• Fire was started due to dry weather - she said it
  had been wet and stormy
• Task persistence, motivation?
• Eager to read and motivated to keep going.

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Running Record

• Passage Missing Sneakers
• source DRA2 Series (provided by teacher)
• Error ratio 119
• Accuracy rate 95 (Easy/Independent)
• Self-correction ratio 18
• Rate 95 wpm
• Slightly above second grade median
• Reading level of passage 28 (Late 2nd/Early 3rd)

• Miscue Analysis
• nearly an equal amount of structure (3), visual
  (2), and meaning (3) errors made.
• Substitutions most frequent movemovie or
  notgot
• knewsaid, indicating that she was using syntax
  clues and reading for meaning

Findings very similar to IRI
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Spelling Inventory
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Writing Sample

• Results of analysis
• Strengths
• Step towards fiction (rather than non-fiction)
• Positive tone
• Some multisyllabic words
• Eagerness to share/retell
• Able to spell independently phonetically
• Needs
• More voice!
• More detail/elaboration
• Spelling Final e markers

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Personalized Learning Activity

• Activity Name Bamboo Shoot Sort
• Source Myself
• Connection to students needs/interests
• Mattie LOVES Pandas as well as reading
  non-fiction texts
• To reinforce reading strategies, blending and
  syllabication, self-correction, and
  comprehension.
• Response Positive!,
• read the book twice
• used the manipulatives for other work

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Instructional Recommendations Strategies

• Decoding/phonemic/phonological awareness
• Pronounceable Word-Part and Analogy Strategies
  (Gunning, p. 262-263)
• Spot and Dot (Gunning, p. 307)
• Fluency
• Scooping (Dr. Ball PowerPoint, Phonological
  Processing, Slide 212)
• Repeated Reading Recorded Reading Buddy Reading
  (Gunning, pp. 288-290)
• Comprehension/Vocabulary
• Readers Theatre (Gunning, p. 292)
• Prediction (Gunning, p. 359)/ DR-TA (Gunning, p.
  389)
• Writing
• Journal Writing (Gunning, p. 480)
• Readers Theatre (Gunning, p. 292) (write a
  script)
• Summarizing (Gunning, p. 362)
• Prewriting (Gunning, p. 457)
• Spelling
• Assembling Words (Gunning, p. 259)
• IPad Application Build a Word Express

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Area of Need Instruction Recommendation
Oral Reading (Fluency, Rate, Prosody) Repeated Reading Read With Me Fluency App (Optional)
Word Study (multisyllabic words, prefixes, recognize vowel patterns) Assembling Words Activity Reading By Syllables Build A Word Express App (Optional)
Writing (brainstorming, spelling, editing) Summarizing (Graphic Organizers)
Comprehension/Vocabulary (reading for meaning/context) Imaging (to be done with summary)
Spelling (word identification strategies, self-correction) Cloze Sentences (Crossword Puzzle) Secret Word
Speech (Pronunciation) Readers Theatre SparkleFish App (Optional)
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Book Selected

• Title Pandas and Other Endangered Species
• Magic Tree House series (48)
• Author Mary Pope Osborne Natalie Pope Bryce
• Why selected?
• Will capture initial interest of reader as well
  as discuss other topics
• Rich in vocabulary
• Provides a foundation for a number of
  reading/writing activities
• Can be integrated with science, history, art,
  etc.
• Reading Level
• Book is at a high 3rd/4th grade level
• To be used instructionally in class with balanced
  lesson plan

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Further Research

• Most Curious About
• Self-perceptions of Reading
• Research Questions
• How do you ensure that a student is
  self-monitoring/correcting without supervision?
• How do you address students to make changes to
  their reading if they perceive themselves as good
  readers?
• Why does this topic interest you?
• Children who perceive themselves as different
  from their peers may internalize these feelings.
• Find a delicate way to promote yet remediate
  learning deficits

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APA References

• Gunning, T. (2010). Assessing and Correcting
  Reading and Writing Difficulties. Boston Allyn
  Bacon.
• Sleek-Geek Inc. (2014). Ipad App. (1.3.1).
  https//itunes.apple.com/us/app/read-with-me-fluen
  cy/id635704413?mt8

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Questions Comments