As the third assignment for this course, you will study a student with reading difficulties who you believe to be at least one year behind in grade level reading. Please ensure that the student’s grade level falls within the grade level of this course (Grades 7-12).
Identify a child who currently struggles with some aspect of literacy. This child can be in your classroom, or it can be your neighbor, your friend’s child, a relative, etc. Please try to have this child’s age within grades 7-12. This child does NOT need to have an IEP.
Administer multiple summative assessments to identify the child’s current literacy functioning skills. Some examples of assessments are: Informal Reading Inventory, Fountas & Pinnell Benchmark Assessment, Qualitative Reading Inventory, Acadience (DIBELS) Assessment, Heggerty Assessment, Wilson Fundations Assessments, SANDI (type of alternate assessment for students with disabilities), PAST Test, ORF Test, etc.
The case study should include the following sections in APA format 7th edition:
Descriiption of Child’s Background – age, grade, country of birth, native language and/or other languages spoken at home, family composition (caretakers, siblings, who they live with, etc.), social/emotional issues and/or common tendencies, personality traits and overall disposition, and any other background factors that you are aware of (e.g. moved schools 3 times in 3 years, or just exited ELL services the year prior, etc.)
Descriiption of Reading Struggle(s) – include cognitive attributes (present level of functioning, previous assessment data, any 504/IEP information if applicable), behavioral attributes (e.g. avoidance behaviors during undesired literacy activities), and/or physical attributes
Descriiption of the Administration of the Assessments– include why these assessments were chosen for this particular student, the environment that the student was in and why that environment was chosen and describe the child’s behavior during each part of the assessment (e.g. reading word lists, oral reading, written portion, etc.)
Analysis of Assessment Results & Next Steps – include scores of each section of the assessment, make connections from scores of each section (e.g. the student experienced miscues for every short vowel in Word List A and during the oral reading, also experienced miscues in 8 out of 10 words that had short vowels), make connections from test scores to student struggles/background (e.g. student is bilingual with French/English and commonly does not pronounce the last syllable in an English word as that is common with the French language)
Conclude the paper with identifying general student strengths and how this student can use those strengths to address their areas of improvement (e.g. enjoys listening to reading, but struggles with sight words, therefore encourage student to listen to reading, while looking at the book/app that highlights the words for the student to see how the words sound)
Excerpts from the required text and other sources should also be included throughout the paper with a references page at the end in APA format. Minimum of 3 resources cited throughout the paper.
USE AT LEAST 2 OF THESE COURSE TEXTS (OR USE THEM ALL IF IT IS USEFUL) BOTH LINKS AND ATTACHMENTS ARE ALL COURSE TEXTS:
Text 3: Read. Erekson, J., Opitz, M., & Schendel, R. (2020). Understanding, Assessing, and Teaching Reading: A Diagnostic Approach (8th Edition). Boston, MA: Pearson. Chapter 8, “Early Literacy” (pp. 136-170 ).
https://www.readingrockets.org/topics/assessment-and-evaluation/articles/types-informal-classroom-based-assessment
https://sedl.org/reading/framework/assessment.html
https://www.readingrockets.org/topics/assessment-and-evaluation/articles/early-reading-assessment-guiding-tool-instruction
https://conjointly.com/kb/reliability-and-validity/
https://www.readingrockets.org/topics/intervention-and-prevention/articles/catch-them-they-fall-identification-and-assessment
**I have also attached the rubric that will be used to grade this assignment as a guideline.