Laura Thompson - Appalachian State University
Laura Thompson
June 25, 2006
Observation Reflection
L.V. is an interesting student to observe. He is very energetic and out-going. He is a rising fourth grader and likes Yu-gi-oh, watching cartoons on television and playing piano. His favorite thing, however, is telling jokes. While completing the interest inventory with L.V. we learned that he believes he is not good at school because there are too many words. I found it interesting; however, that when asked who his favorite person was he told us it is a teacher at his school that tutors him.
L.V. is not new to the Reading Clinic at Appalachian. He told us he has been here three times before. He was very familiar with the process and the procedures Robin went through with him. He handled the word recognition flash very well. He read through the first several levels with very little problems or errors. He began to struggle at level 3 but only missed eight words on the flash. He reached frustration at level 4 where he missed nineteen words on the flash. At this level he also began to talk more and become less focused.
For the oral reading passages he began at level 2. He was concerned about it being a timed reading saying that he did not like being timed. This may have contributed to why he read each of the passages quickly. L.V. struggled on the level 2 passage so Robin dropped him back to a level 1 at which he was more successful. At level 3 he had reached frustration.
L.V. was focused and on task for the spelling assessment. He began at level 1 and moved up to level 3 before reaching frustration. His errors show that he needs work with vowel patterns and vowel sounds, specifically with vowel, consonant, silent e.
For the silent reading passages L.V. again read each passage at a fast rate. His comprehension was good at levels 1 and 2 but Robin had to probe more at level 2. She also had to probe for more information on most of the questions on level 3. At this level he demonstrated poor recall of the material.
During guided reading L.V. read the text quickly and often missed simple words. He reads what he thinks it says and not what is printed on the page. When asked he makes thoughtful and relevant predictions but needs some guidance. He is anxious to move on. L.V. needs something that will help to slow him down and make him accountable for the text as it is printed. Robin had L.V. do Expert Reading and he responded well to that.
On the first day L.V. sorted words with vCe and short vowels. He had no problems sorting and only missed one word. The next day L.V. completed a make-a-word activity. He enjoyed this activity and did well with it also. Occasionally he had to have guidance when spelling the word but did most of it independently. He enjoyed playing concentration with the words he had sorted as well as flashing through all of the words to see how fast he could read them. At the spell check L.V. missed several words showing that he needs some more practice with these words.
L.V. enjoyed the books he read during Easy Reading time but again he read quickly through them and missed several words. He often misses pronouns and articles as well as saying a word that looks similar to the one printed. For example, he says “when” for “then”. He is able to comprehend what he is reading and makes good predictions.
Robin began Lions at Lunchtime for oral reading time. At the beginning of the story his focus strayed especially when there were no pictures on the page. By chapter 2, however, he began to pay better attention and stay focused. He seems to enjoy the story and the experience.
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