Case Study Specific

Question 1

B:

Accommodating EL learners in subjects such as science that include a fair amount of academic language:

Answer 1

Semantic mapping/graphic organizers
Preteach vocabulary
Group work/student grouping

Question 2

D:

Student has low comprehension. Student picks up small, irrelevant details of the story and loses meaning through misconstruing it.

Answer 2

Chunking could benefit this student. Instead of having the student read the text as a whole, breaking the text into clauses and creating pause breaks for brief thought can help the student to gather his or her thoughts.

Question 3

A:
A second grade teacher implements reading assessments similar to DIBELS. What skill does this primarily focus on: reading rate, fluency, or prosody (rhythm)?

Answer 3

The major focus is reading rate.

Repeated reading familiarizes students with text. When provided with text that is within their instructional level/ZPD, students are both challenged and able to work towards all 3 aspects. However, reading rate is the primary focus as the student becomes both familiarizes and comfortable while repeated reading of the text occurs. This strategy is very successful and is used widely with struggling readers. Second grade readers can vary from decoding to transitional readers, however, the benefits of repeated reading stay solid. Through repeated reading, students are given the opportunity to read through any miscues, self correct, and make improvements with each attempt at reading the text. Through multiple exposures and repeated opportunity, students gain confidence and practice, thus, their reading rate is increased.

Question 4

C:

Student is struggling with multi-syllabic words.

Answer 4

Student is using correct phonological pronunciations but is not recognizing the root words and the rules that apply.

Have student practice in isolation before implementing.