Angelina struggled with reading assessments in several areas: her vocabulary and syntax were below grade level, she had negative attitudes towards reading but enjoyed performing, and she had difficulty with sounds, word substitutions, and spelling. To improve her literacy, the case study recommended an individualized instructional plan, suggestions for parents to support her at home, and independent reading books matched to her level.
3. Assessments Results
• #1 Oral Language Survey: Below grade level Vocabulary and Syntax
• #2 Attitudes & Interests Survey: Negative Attitudes; likes singing, dancing,
& acting.
• #3 San Diego Quick: Independent 1st, Instructional 2nd,
Frustration 3rd
4. Assessments Results
• #4 Running Record:
• Angelina inserts articles a, an, the
• Inserts conjunctions
• Leaves off ending –s which changes the meaning
• Inserts ending –s which changes the meaning
• As we progressed through the quarter, began to self-correct more often.
• Substitutes words that fit in the context and make sense, but look nothing like the
word. (i.e. substituted shooters for throwers
• Uses words in same word family dig instead of dug, Rome instead of Romans
• Says initial consonants and consonant blends but substitutes the rest of the word
based on known vocabulary (i.e. trade= transferring, control=conclude)
• Leaves off past tense endings –ed
• Difficulty with short e sound when used in patter ea (spread pronounced spreed)
• Does not omit words often.
5. Assessments Results
• #5 Early Names Test
• #6 Developmental Spelling Inventory: Angelina is in Phase 2 and spells most
words Semi-phonetically. She invents a majority of her spellings with correct
beginning letter-sound correspondences or partial letter-sound representations.
6. Assessments Results
• #7 10 Minute Writing Sample
• #8 STAR Reading Assessment:
Scaled score: 77 equivalent to Kinder level
Instructional Reading level: Pre-Primer
Zone of Proximal Development .9-1.9