Manchester University



Kristin TritchEducation 311 Corrective ReadingReader Case study Phase 1October 3, 2011Phase 1Background information about the readerFor the researchers’ reader case study, the researchers’ cooperating teacher, from an elementary school in a rural area, helped to choose a little girl in third grade. Her father is employed while her mother is a stay home mom, working as a homemaker. Both of the readers’ parents have been previously divorced so she has six or seven siblings, the researchers cooperating teacher wasn’t sure exactly how many. The reader likes to play with Lego’s in her free time. She also enjoys playing with baby dolls and playing house. The reader has a mild cognitive disability and can read at a beginning reader, kindergarten or first grade, level.Assessments:The reader’s weakest area of reading is comprehension. Her elementary school has a reading counts program where students read books and then take quizzes to gain points. Students receive prizes for every so many points they earn. They also have a chance to earn entrance into the Reading Counts book club. By working with the reader, the researcher hopes to improve the scores of the readers’ quizzes. She hopes to teach skills that will improve the readers’ comprehension. During the researcher’s time with the reader, the researcher will be administering three assessments for the reader. The screening assessment, the progress monitoring assessment, and the outcome based assessment. The researcher chose to use the same form of assessment for the screening and outcome based assessments. By doing so, the progress the reader has made is more available and accurate. This assessment will be the Informal Reading Inventory (IRI). The progress monitoring assessment will be a Directed Reading Thinking Activity (DRTA).The researcher will perform a running record with comprehension questions, which is a form of Informal Reading Inventory, for the screening of the reader. By doing so, it will help the researcher decide exactly what level the reader is reading at as well as find out how much intervention is needed in the area of comprehension. The researcher will choose a book she thinks is on the readers lexile level or close to it.The progress monitoring assessment will be a Directed Reading Thinking Activity (DRTA). The researcher chose to use this type of assessment because it is a comprehension strategy will be used to guide the reader in asking questions about the book she is reading. It will also help her made predictions and the read to confirm or refute those predictions. The DRTA assessment will encourage the reader to be a thoughtful and active reader. This activity will be performed on the third meeting with the reader and will be done while she is reading her book that will be used for the case study. the outcome based assessment, the researcher decided to do another Running Record with comprehension questions for the reader. By doing the same from of assessment for both the screening assessment and the outcome based assessment, the researcher will be able to more accurately see the progress the reader has or hasn’t made throughout the reader case study process. This running record will be over a book chosen by the researcher. to useWhen to use itInformation providedReference informationCurriculum based measurement (CBM)k-12A child performs a set of skills in a specific time frame, usually five minutes. In reading, the tester counts how many words the child reads out loud in the allotted time and marks the words the child didn't know or hesitated over. This type of assessment can be used any time when working with fluency. Progress is charted, making it easy for children and their parents to see improvement through a visual record.CBM has spread into use around the country and abroad, been applied to other subject areas and other age groups, and used to evaluate children of all ability levels. Story Map InstructionK-5thStudents read though a story and are instructed to pause at certain points where test giver asks questions like “Who is the main character?” The test giver will encourage students to write answers on their worksheet .Students can use this whenever they read a book to keep track of their thoughts and ideas. Story maps can be used for clarification while reading a text, or as a review strategy. Story maps are also useful as a pre-writing activity for a book report or student-authored story.Students’ are taught to use a basic “story grammar” to map out, identify, and analyze significant components of a narrative text. are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.This test helps to identify students who need extra support in phonemic awareness or fluency This test helps with phonemic awareness and fluency ReadingAny gradeThis is a computer based assessment. The difficulty of questions varies based on student answers This assessment can be used multiple times a year and is used to determine reading comprehensionSTAR reading is used to determine comprehension Reading AssessmentK-3rdThe teacher will give this test to determine a students’ reading levelThis assessment should be given semi-annually or every 6 monthsComprehension 2Administration of Screening AssessmentFor the researchers’ reader case study, the researchers’ cooperating teacher, from an elementary school in a rural area, helped to choose a little girl in third grade. Her father is employed while her mother is a stay home mom, working as a homemaker. Both of the readers’ parents have been previously divorced so she has six or seven siblings, the researchers cooperating teacher wasn’t sure exactly how many. The reader likes to play with Lego’s in her free time. She also enjoys playing with baby dolls and playing house. The reader has a mild cognitive disability and can read at a beginning reader, kindergarten or first grade, level.The researcher will perform a running record, which is a form of Informal Reading Inventory, for the screening of the reader. By doing so, it will help the researcher decide exactly what level the reader is reading at as well as find out how much intervention is needed in the area of comprehension. The researcher chose two books, one level C and one level D, to use with the reader. The reader case studies were done by having the reader read short stories chosen by the researcher aloud. While the reader reads, the researcher will be marking the errors and self-corrections made by the reader. The researcher will then add up her tallies and determine the reader’s independent and instructional reading levels. Interpretations of AssessmentsThe reader is a little girl in third grade from a rural school corporation. Her father is employed while her mother is a stay home mom, working as a homemaker. Both of the readers’ parents have been previously divorced so she has six or seven siblings, the researchers cooperating teacher wasn’t sure exactly how many. The reader likes to play with Lego’s in her free time. She also enjoys playing with baby dolls and playing house. The reader has a mild cognitive disability and can read at a beginning reader, kindergarten or first grade, level.The researcher administered two running records with leveled readers to the reader. The first running record was a level C called Get In. The reader did very well on this test. She had no errors and 1 self-correction making this her independent reading level. The second running record the researcher administered was The Mitten, which is a level D reader. The reader had 5 errors and 1 self-correction. The reader’s error rate was 1:14.8, the self-correction rate was 1:1.2, and the accuracy rate was 93%. The researcher concluded that level D is the readers’ instructional reading level. . Plan of ActionLesson 1Advanced Preparation by the Teacher:Copy of The Teddy Bear by David McPhailCopy of a book of the readers choosingBlank copy of Directed Reading Thinking ActivityProcedure: Introduction Today we are going to read the book The Teddy Bear. While we are reading we are going to focus on connecting to the book. The researcher is going to start reading to you, and the researcher will stop when she makes a connection so we can talk about it. Step‐by‐Step: After the researcher has made a few connections and read 5 pages she will ask the reader if she knows what making connections means based on the connections the researcher has made. Think Aloud: “The little boys teddy bear reminds me of the teddy bear I have. I sleep with it every night. When I go to my parents’ house overnight I have to take my bear with me to sleep.”The researcher will explain connections (text-to-text, text-to-self, and text-to-world) and let the reader have a chance to make her own connections of her own. The reader will read 3 pages.The reader will read and make her own connections. If the reader doesn’t stop periodically the researcher will stop and prompt the reader to do so.When the researcher feels that the reader has grasped the concept of making connections they will switch to a book of the readers choosing and repeat the process of the reader reading and making connectionsToward the end of the lesson the researcher will introduce the Directed Reading Thinking Activity to the reader. This activity is a type of graphic organizer that has a place for “What I know” “What I think I know” “What I think I’ll learn” and “What I know I learned”. The reader will fill out the “What I know I learned” section at home. Conclusion: The reader will pick a book to take home to read and fill out this activity. The reader will bring the book and the filled out activity paper to the next meeting. The reader will also pick a book to use at the next meeting along with The Teddy Bear.Lesson 2Advanced Preparation by the Teacher:Copy of The Teddy Bear by David McPhailCopy of the book the reader chose last session2 Blank Copies of Directed Reading Thinking ActivityPost-it notesProcedure: Introduction Go over the readers Directed Reading Thinking Activity that she was to complete for homework. Ask her if this helped her understand the book. Today we are going to continue reading the book The Teddy Bear. We are still going to focus on making connections, but we are also going to fill out a Directed Reading Thinking Activity form. Step‐by‐Step: Before reading, the reader and the researcher will fill out the first three sections of the activity together.After the form if filled out the researcher is going to start reading to you, and the researcher will stop when she makes a connection so we can talk about it.After the researcher has made a few connections and read 4 pages she will ask the reader if she made any connects while the researcher was reading. The researcher will explain connections and let the reader have a chance to make her own connections to the text. The reader will read 4 pages.The reader will read and make her own connections. If the reader doesn’t stop periodically the researcher will stop and prompt the reader to do so.After the reader has read her pages, the reader and researcher will fill out the last section of the activity for what they have read so far.Next the researcher will introduce the idea of using post –it notes to keep track of main events in the story. Using the book the reader chose for this session, the reader will read out loud making connections like always, but this time when she comes up on a main or new event in the story she will write it down on a post-it and put it in the book. This will help the reader keep track of what is going on in the story. Conclusion: Tell the reader that she has done a good job so far and to keep up the good work. Tell the reader that she will finish reading the book she chose for today at home for the next meeting. She will fill out Directed Reading Thinking Form and use post-its to keep track of important events. The reader will bring the book with post-it and the filled out activity paper to the next meeting. The reader will also pick a book to use at the next meeting along with The Teddy BearLesson 3 Give progress monitoring assessment before lessonAdvanced Preparation by the Teacher:Progress monitoring assessmentCopy of The Teddy Bear by David McPhailCopy of the book the reader chose last session2 Blank Copies of Directed Reading Thinking ActivityPost-it notesReading Hopscotch Activity and diceProcedure: Introduction Go over the readers Directed Reading Thinking Activity and post it notes that she was to complete for homework. Ask her if this helped her understand the book. Today we are going to continue reading the book The Teddy Bear. We are still going to focus on making connections, but we are also going to fill out a Directed Reading Thinking Activity form. After we have finished the book we are going to play a little comprehension game.Step‐by‐Step: Before reading, the reader and the researcher will fill out the first three sections of the activity together.After the form if filled out the researcher is going to start reading to you, and the researcher will stop when she makes a connection so we can talk about it.After the researcher has made a few connections and read 4 pages she will ask the reader if she made any connects while the researcher was reading. The researcher will explain connections and let the reader have a chance to make her own connections to the text. The reader will read the last 7 pages.The reader will read and make her own connections. If the reader doesn’t stop periodically the researcher will stop and prompt the reader to do so.After the reader has read her pages, the reader and researcher will fill out the last section of the activity for what they have read so far.When the reader and the researcher have read the whole book, they will review their Directed Reading Thinking Activity papers for the entire book. After reviewing the researcher will read the directions for the Reading Hopscotch activity to the reader and the reader will play the game. Conclusion: Tell the reader that she has done a good job so far and to keep up the good work. Tell the reader that she will read the book she chose for last at home for the next meeting. She will fill out Directed Reading Thinking Form and use post-its to keep track of important events. The reader will bring the book with post-it and the filled out activity paper to the next meeting. The reader will choose two books to use next week one longer one to use in place of The Teddy Bear and another book.Lesson 4Advanced Preparation by the Teacher:Copies of both books the reader chose for this sessionPost-it notes 2 Copies of both the character worksheet and the webProcedure: Introduction Go over the readers Directed Reading Thinking Activity and post it notes that she was to complete for homework. Today you are going to read the book you chose last time we met. We are still going to focus on making connections, but we are also going to talk about the characters of the book.Step‐by‐Step: Before reading, the reader and the researcher will fill out the first three sections of the activity together.The reader will skim the book and pick one character to focus on and write his or her name on the correct line on the worksheet.The reader is going to start reading the book, making connections using the post it notes.As the reader reads, she will stop when she comes across information to put into the character worksheet.After the book is read the reader will go over the web and fill out that information with the help of the researcher if necessary.Conclusion: Tell the reader that she has done a good job so far and to keep up the good work. Tell the reader that she will read the second book she chose at home for the next meeting. She will use post-its to keep track of important events. She will also take copies of the character worksheet and web home to use while reading the book. The reader will bring the book with post-it and the filled out activity paper to the next meeting. The reader will choose 2 books to use next week.Lesson 5 Advanced Preparation by the Teacher:Copy of the book the reader chose last sessionBlank copies of every worksheet usedPost-it notesGraphic Organizer worksheetProcedure: Introduction Go over the readers character worksheets and post it notes that she was to complete for homework.. Today will be our last lesson meeting. We are going to read the book you chose last session. Today we are going to fill out a graphic organizer, which will help you with everything we have worked on so far.Step‐by‐Step: Before reading, the reader will go through the book and pick out all of the characters, and try to decide if they are a major or minor character.The reader will then begin reading, making connections with post its and filling out the graphic organizer form. After the book is read the reader and the researcher will talk about the graphic organizer and how it helps comprehend what is happening in the book. Conclusion: Tell the reader that she has done a good job so far and to keep up the good work. Tell the reader that she will read the book she chose at home for the next meeting. The reader will be allowed to choose which worksheet or method she would like to use for her homework. The next meeting will only be for the outcome based assessment but she should bring the book and her paper back so we can discuss it before the assessmentPhase 3Lesson 1Procedure: Introduction Today we are going to read the book The Teddy Bear. While we are reading we are going to focus on connecting to the book. The researcher is going to start reading to you, and the researcher will stop when she makes a connection so we can talk about it. Step‐by‐Step: After the researcher has made a few connections and read 5 pages she will ask the reader if she knows what making connections means based on the connections the researcher has made. Think Aloud: “The little boys teddy bear reminds me of the teddy bear I have. I sleep with it every night. When I go to my parents’ house overnight I have to take my bear with me to sleep.”The researcher will explain connections (text-to-text, text-to-self, and text-to-world) and let the reader have a chance to make her own connections of her own. The reader will read 3 pages.The reader will read and make her own connections. If the reader doesn’t stop periodically the researcher will stop and prompt the reader to do so.When the researcher feels that the reader has grasped the concept of making connections they will switch to a book of the readers choosing and repeat the process of the reader reading and making connectionsToward the end of the lesson the researcher will introduce the Directed Reading Thinking Activity to the reader. This activity is a type of graphic organizer that has a place for “What I know” “What I think I know” “What I think I’ll learn” and “What I know I learned”. The reader will fill out the “What I know I learned” section at home. Conclusion: The reader will pick a book to take home to read and fill out this activity. The reader will bring the book and the filled out activity paper to the next meeting. The reader will also pick a book to use at the next meeting along with The Teddy Bear.Reflection: The researcher found that if the reader has a sticky note to cover the words she is not reading, she takes more time and actually reads the words. When reading with her, it is helpful to stop and ask what happened in the story on every page. This way the reader can gain a better understanding of what is happening. The problem the researcher had during this lesson is that the reader has two different stories for every book. One based on what the words say and one based on the pictures. When retelling what she read, the reader doesn’t always remember what happened in the words on the page even when looking back at them and she has difficulty predicting what will come next. When using pictures to tell the story she often says what is literally in the picture and doesn’t imagine what the people in the picture might be doing or where they are going. For next week the researcher is going to try to take a step back and start with helping her understand that the pictures and the words are connected and portray the same story. The researcher believes the reader needs help with concept of print before we can move on to comprehension.Lesson 2Procedure: Introduction Go over the readers Directed Reading Thinking Activity that she was to complete for homework. Ask her if this helped her understand the book. Today we are going to continue reading the book The Teddy Bear. We are still going to focus on making connections, but we are also going to fill out a Directed Reading Thinking Activity form. Step‐by‐Step: Before reading, the reader and the researcher will fill out the first three sections of the activity together.After the form if filled out the researcher is going to start reading to you, and the researcher will stop when she makes a connection so we can talk about it.After the researcher has made a few connections and read 4 pages she will ask the reader if she made any connects while the researcher was reading. The researcher will explain connections and let the reader have a chance to make her own connections to the text. The reader will read 4 pages.The reader will read and make her own connections. If the reader doesn’t stop periodically the researcher will stop and prompt the reader to do so.After the reader has read her pages, the reader and researcher will fill out the last section of the activity for what they have read so far.Next the researcher will introduce the idea of using post –it notes to keep track of main events in the story. Using the book the reader chose for this session, the reader will read out loud making connections like always, but this time when she comes up on a main or new event in the story she will write it down on a post-it and put it in the book. This will help the reader keep track of what is going on in the story. Conclusion: Tell the reader that she has done a good job so far and to keep up the good work. Tell the reader that she will finish reading the book she chose for today at home for the next meeting. She will fill out Directed Reading Thinking Form and use post-its to keep track of important events. The reader will bring the book with post-it and the filled out activity paper to the next meeting. The reader will also pick a book to use at the next meeting along with The Teddy BearReflection: Instead of teaching this lesson, the researcher tried to go back to the basics with lesson number two. The researcher made an attempt to teach the reader that the pictures and the words tell the same story. The pictures help guide the reader’s inferences and predictions as well as help the reader to decipher any unknown words. This attempt did not go over as well as I had hoped. The reader was still telling two different stories. The researcher and the reader began the lesson reading The Teddy Bear but ended up switching to a book that is closer to the readers reading level. The reader is in 3rd grade and is reading at a level B which is a high Kindergarten – low 1st grade level. The books on the reader’s level are easier to understand but have less of a plot so even after switching, trying to teach comprehension was going to be a difficult task. Lesson 3 Give progress monitoring assessment before lessonAdvanced Preparation by the Teacher:Progress monitoring assessment- Directed Reading Thinking ActivityCopy of Our Tea Party by Kirsten HallCopy of Nicky Visits the Airport by Harriet ZiefertPictures with no words from the book Nicky Visits the AirportProcedure: Introduction Progress Monitoring Assessment will be a directed thinking reading activity over the book Our Tea Party by Kirsten Hall. This is a My First Hello Reader book so it is on her reading level. After she has that completed we will go over the readers Directed Reading Thinking Activity. Tell her that we are going to be changing what we are doing for the next 3 weeks. We are going to be working on Sequencing or the order that things happen in a book. We are going to read Nicky Visits the Airport by Harriet Ziefert. Step‐by‐Step: Have reader begin to read Nicky Visits the Airport. As she reads, the reader will make sure to stop every page to have the reader relate the picture to the text, since the story the pictures tell is the same story the words tell. The researcher will stop the reader every few pages to have her tell what has happened in the story so far. When the reader is done reading, we will go over the story one last time making sure she knows what happened and in what order. Then the researcher will present the pictures copied from the book. The reader’s main task will be to put the pictures in order and retell the entire story, however, the researcher will be happy if the reader can tell what happened in each picture and put them in order and not retell the whole story. After the reader has successfully retold the story the reader and the researcher will talk about the importance of being able to tell a story just using the pictures. Conclusion: The researcher will have the reader pick out a book for next session so the pictures can be copied and ready to go. The reader will also pick out a book to take for homework. Her job will be to read the story 2 times and then cover the words and retell the story to her parent or guardian. When she returns for next session she will then retell the story to me using just the pictures. Reflection: The last 3 lessons were changed to sequencing instead of comprehension. After discussing it with the professor the researcher feels that the reader is not ready for comprehension, she must first learn to sequence what she has read. I went in to teach this lesson and just as I got there they announced that all after school activities were cancelled due to the massive amount of snow that was coming down. I explained to the reader what we were going to be working on and gave her some homework to work on for the next session. The next lesson we will have to pull double duty to get everything finished. Lesson 4Advanced Preparation by the Teacher:Copy of Noisy Nora by Rosemary WellsCopy of the book the reader chose for this session as well as pictures to go along with itPictures with no words from the book Noisy Nora2 copies of graphic organizer Procedure: Introduction: The session will start with the reader retelling the story she had for homework to the researcher. We will review the fact that the words on the page correspond with the pictures on the page. They tell the same story. We will be working the same type of thing in this lesson. We will be working with sequencing information using a graphic organizer. Step‐by‐Step: 1.The reader will read the book Noisy Nora out loud. Together the reader and the researcher will work on filling out the graphic organizer filling in the title, beginning, middle and end sections.2. While filling out each section the researcher will be sure to point out the pictures that go along with each section so it will be easier for the reader to put them in order and retell the story later. 3. After the graphic organizer is filled out, the researcher will have the reader look at the pictures that are printed out and put them in order and retell the story. 4. If there is time the reader will read the book she chose and do the same. If not, that will be the homework for her to bring to the last session. Conclusion: The researcher will have the reader tell her what she learned in this session, hopefully the response will be about how the pictures go with the words and the importance of each part of the book, beginning, middle and end. The researcher will remind the reader that the next session will be the last session and that they will be doing their last assessment at the end of the session. The researcher will also remind the reader of her homework assignment for the night and that she needs to bring it back ready to learn for the next session. Tell her that she is making great progress!Reflection:I noticed that when she read this session, she started fluctuating her voice and giving it meaning. She wasn’t necessarily doing it in the right spots, but it was a start. We are starting to work on sequencing but it is going slower than anticipated because she missed the last two sessions due to weather and illness. She is having difficulty remembering what happens in the story because she is having a hard time reading, even stories that are on her reading level are difficult for her to remember. She had trouble still when I read the book to her. I have found that she needs to be prompted before she will remember anything about the story. I am still having trouble getting her to remember that the pictures tell the same story as the words, not the other way around. I also noticed that she repeats what she is going to write several times before she actually writes it. Sometimes she is sounding out the words and sometimes she is just repeating them. She has trouble copying words from the book. I think it is because she can’t read it well enough. For this lesson I combined lessons 3 and 4 since she missed lesson 3. The next lesson will be a combination of the rest of lesson 4 and lesson 5. Lesson 5 Outcome based assessment todayProcedure: Introduction: This session will begin with the reader reviewing Noisy Nora from last session. She will need to look through it so she can remember the order in which events happened. The researcher will have pictures from the book copied and ready for the reader to put in order and retell the story solely based on the picturesStep‐by‐Step: 1.The reader will read through the book The Mitten and complete outcome based assessment, a running record with comprehension questions. There are two versions available to do the running record over. . After the reader has completed the assessment the researcher and reader will go over the book again and complete the sequencing assignment.Conclusion:The researcher will tell the reader that this will be the last time they meet. The researcher will give the reader the book she ordered for working with her so well during the sessions. Reflection: I received a note from the readers mother saying that the reader refused to do anything at home. The homework I have been assigned to her has not been getting done because of this. She has not shown as much improvement as I had hoped. She is slowly getting the concept of sequencing, though she needs to be given a big clue to know how to answer questions. Today’s lesson went really well. After we completed the outcome based assessment we used pictures and sentences from the book to put the story in order. She completed it early so we read a Clifford book with our remaining ten minutes. IVThe data I collected shows that the reader made some progress. Because I didn’t get all of the homework assignments back from the reader, all of the improvement is not shown. She made more progress than shown in the data, I have seen a great deal of progress just in the last two lessons alone. The last day of our sessions was her best session yet. She hasn’t fully grasped the concept of sequencing, partially because she only had three lessons on sequencing. The first two lessons were on comprehension. After talking to her professor, the researcher decided to change the main focus of the lessons to sequencing. The researcher felt that the reader was not ready for comprehension, but felt the sequencing would be a good topic for the reader to learn about instead. Learning how to sequence information will be a beneficial skill for the reader to learn because it will help her retell stories and it will also help with any standardized tests she will be taking in the future. The researcher chose to do a running record with comprehension questions for both the prescreening assessment and the outcome based assessment because they are a good way to check for fluency, comprehension, and to find out the readers reading level. Even though this assessment doesn’t specifically measure sequencing, some of the assignments we have been doing in our sessions show that she has made a little improvement in that area too. Before the prescreening assessment the researcher knew that they would probably be working on comprehension based on what the reader’s classroom teacher and special education teacher had said. The assessment proved that comprehension was indeed one of the reader’s areas of weakness. She also has trouble reading in general so the researcher had to coach the reader through both difficulties. One the prescreening assessment the reader had four errors and one self-correction. Half of her errors were because she confuses the digraph “ch” with “sh”. Instead of the word ‘squish’ she said ‘squich”. Instead of ‘squash’ she said ‘squich’. Her third error was instead of ‘jay’ she said ‘jelly’. Her last error was that she said ‘anna’ instead of ‘ah’. The reader’s special education teacher recently started working with her on the digraphs and beginning sounds of words. The reader was not able to answer any questions about the story. She said she didn’t know when I asked her questions like “What animal climbed into the mitten first?” or “what happened when too many animals were in the mitten at the same time?”. She did not want to go back in the book and look and she didn’t want to guess the answer. The second assessment the researcher gave the reader was the progress monitoring assessment in the form of a directed thinking reading activity. This is an activity that was done at the first two lessons as well as the progress monitoring. For this assessment the reader would read the first two pages of the book and write down what she knew so far. Next she would write what she thinks she knows and what she thinks she will learn. After she has read the whole book she wrote down what she knows she learned. The reader had a few problems in completing these tasks during the lessons. She relied on the researcher to tell her the answers after the first one we did together. The researcher tried to give the reader some guidance without telling her the answers, which was not an easy task. As a result, the readers assignments did not always have the appropriate answers in the correct spots. On her progress monitoring assessment that was over a Garfield book, she wrote ‘he was hungry’ under both the what I think I know and the what I think I’ll learn sections. The what I know section and the what I know I learned sections were filled out appropriately, however.The reader made progress on the outcome based assessments. The reader only had three errors on the running record portion of the assessment. Two of them were saying ‘in’ instead of ‘into’ and the other one was saying ‘squeezed’ instead of ‘sneezed’. During the comprehension question portion of the assessment the reader was able to correctly answer ten questions out of the eighteen she was asked. This is a huge improvement from the beginning of the sessions. Some of the questions she answer correctly were “Where did the story happen (what was the setting)?”, “why did the animals go into the mitten?” and “What can the girl do to make sure she doesn’t lose her mitten again?”. These questions were knowledge, understanding, and analysis respectively from Bloom’s Taxonomy. The graph below shows the improvement the reader has made with the comprehension questions from the pre-screening assessment to the outcome based assessment. There were a total of 18 questions asked. The progress monitoring assessment is not included in this graph because it was a completely different form of assessment. The next few pages are some of the work completed during our sessions. The reader did not bring some of the homework she was assigned to the next session so some of the work is missing. This is the work that was either done in session or returned. Because some of the work was missing, it was hard for the researcher to totally assess the readers progress but from what the researcher can tell, the reader did progress. The reader’s attitude was never a good one once we began working. She does not enjoy reading, so she would always ask if it was time to go home yet. We did sessions after school instead of during school so she was eager to get out and go home. The researcher thought maybe it would improve as we got further into our sessions, but it did not. She became more and more eager to leave with every session, despite the researcher’s efforts to engage the reader and making reading fun. Reflection:I have learned a lot about working with students who do not enjoy reading. I learned that it takes great patience to work with someone who is fighting against reading with every fiber of their being. I have also learned to be flexible with the answers I am looking for. When giving assessments or doing assignments, there is usually one specific answer that I was looking for, but the reader gave a different answer that could work just as well. It is sometimes hard to remember that I, as an adult, have different ways of thinking than the children I will be working with. Neither way of thinking is wrong necessarily, but they are different so I need to expect different answers from the students. ................
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