CASE STUDY

Name: Wyatt
Birthdate: October 8, 2008
Age: 7

School: Emerson Elementary Summer School

Grade: 2nd
Date of report: 8/4/16

REASON FOR REFERRAL

Enrichment-Wyatt is only slightly below his grade level as a reader. He is not currently
receiving any intervention services, but has been on the watch list in the past. His
classroom teacher would like to see him be more consistent with his skills. We believe
with a little individual attention he will make gains. His attitude towards reading and
school indicate that he has potential to be a great reader.
Comments:
I chose Wyatt because he was in my summer school class and was one of the few students
who was not receiving intervention elsewhere.

CASE HISTORY
Comments:
Wyatt currently goes back and forth between his moms house and his dad and stepmoms
house. At his dad and stepmoms house, there is also his aunt, uncle and their 6 children.
Wyatts parents got divorced two years ago and it was very hard on the kids. They believe his
sisters behavior issues stem from the divorce and the tumultuous relationship before the split.
Stepmom believes Wyatt is better behaved because he was younger and may not remember
much.

EDUCATIONAL HISTORY
Attitude Toward School
Good-Wyatt likes coming to school, he likes his teacher, he likes his friends in his
class, but he is also sad to leave his stepmom.

Comments: Wyatt cried his second morning of Summer School, but since has
been very happy to be here, very well-behaved, very positive about the activities
and very helpful.
Self-perception as a Learner
Good-He thinks he is a good reader and writer, but he does not believe he is
good at math.
Subjects/Classes Likes:
Reading, Physical Education
Subjects/Classes Dislikes:
Math, Art

FAMILY HISTORY
Lives With: Stepmom & Dad, Aunt, 6 Cousins and also goes to Moms house
Relationship to Caregivers (describe)
Seems to have a positive relationship with all caregivers, including his aunt and
uncle. He did not want to talk about it too much though. From discussions with
his stepmother though, I wonder about his relationship with his mom.
Number of Siblings (M/F and ages)
Sister-8
Brother-6
Brother-17
Relationship to Siblings (describe)
Very close with the 8 year old sister, not very close with the oldest brother. His
sister has some troubling behavior tendencies and often relies on Wyatt for
comfort and help.
Friendships / Personal Relationships (describe)
Seems to be a sensitive little guy who takes friendships pretty seriously. Was
apprehensive about Summer School, until he found a friend who was interested
in Pokemon. He gets along with everybody, but would be totally content to just
play with the one friend all day.

ASSESSMENT HISTORY (Parent or School)

General Achievements / Grades
On Wyatts most recent report card, he received mostly Meets Expectations
Formal / Standardized Tests (list)
QRI-6

I chose this assessment because it was required for the class. I felt he
was most apprehensive while taking this one. I wonder if maybe he could
tell that this was the assessment that I was least comfortable with? He
was agreeable while he was doing well on the assessment, but once he

DRA

sensed he was doing poorly, he became withdrawn and frustrated. I

believe his frustration with reading is rooted in his distaste for the activity
and the material. To counteract this I will introduce him to high interest
reading material and plenty of opportunities to read to self and read to
me.
-Primer Word List: 18/Independent
-First Word List: 16/Instructional
-Second Word List: 11/Frustrational
-PrePrimer 2 Passage: Independent
-Primer Fox & Mouse:
Concept Questions: 100%
4 miscues: Instructional
Rate: 43 wpm
WCPM: 42
Retelling: 7/15
Questions: Instructional
-Level One: The Bear and the Rabbit
Concept Questions: 100% Familiar
7 miscues: instructional
WPM: 45
WCPM: 43.5
Oral Reading Prosidy: 3
Retelling: 5/15
Questions: 4/6
-The Familys First Trip
Concept Questions: FAM
Miscues: 18+
Time: >5
WPM: Too Frustrating
WCPM: Too Frustrating

I chose to do a DRA because I had his information on hand from the

previous year and I am familiar with this type of assessment and I knew
that he would be too. He ended the year at a 16, so I began with a level
14, and had already reached his frustrational level at a 15. He did not
seem to get as frustrated with this type of assessment though. I believe
he did better on this because he is more familiar with this type of
assessment.
Summer Success Reading Pre-Test
I chose this assessment because I considered following this lesson plans
for this type of intervention. I quickly decided to switch gears and do
author studies with him instead. I determined that author studies would
be more appropriate due to his lack of interest in the activity and the
materials. To help him be successful beyond our time together, I want to
introduce him to go-to authors and genres.

Capital Letters: 100%

Lowercase Letters: 100%
Oral Reading: 93% Accuracy=Instructional Level
Retelling: 94% Accuracy

Comments:
These are the three types of formal/standardized tests that I used with Wyatt.
Wyatt has a mostly positive attitude while testing. If he feels the content getting
frustrating, he does begin to withdraw. I want him to get plenty of high interesting
reading materials and lots of opportunities for him to experience joy associated
with reading.

BEHAVIOR DURING TESTING AND LIMITATIONS OF RESULTS

Typical
Comments:
Is very agreeable during our time together, but became clearly withdrawn when
we reached his frustrational level. Due to our limited time together, I did not want
him to develop a negative attitude towards our sessions, so I ended the testing
without finishing. I cannot seem to determine any glaring technical reading
errors.

ASSESSMENT RESULTS
Student Interest Inventory

Attitude toward self as a reader

-I guess Im okay
Interests (likes / dislikes)
Likes
-math
-pokemon battles
Dislike
-I dont like to cry (interesting answer)
Learning style / preferences
-physical

QRI-5/6
Word List Pre-test Scores:
Independent: Primer
Instructional: First
Frustrational: Second

Narrative Pre-test Scores:

Independent: Primer
Instructional: Level One
Frustrational: Level Two
Expository Pre-test Scores:
Independent:
Instructional:
Frustrational:

Other Formal / Informal Reading Tests

Phonemic Awareness / Phonics

Letters / Sounds Relationship

Upper Case
Lower Case
Sounds
Segmentation
Blending
Rhymes

SYNTHESIS AND INTERPRETATION OF INFORMATION COLLECTED

Reading Achievement

Instructional Reading Level

Second

Word Analysis Skills

( + strength, - weakness)
Initial Consonants+
Ending Consonants+
Consonant Blend+
Consonant Digraphs+
Short Vowel+
Long Vowel+
Vowel Digraph+
Rimes+
Initial Consonant Blends+
Controlled Vowels+

Schwa+

Sight Words

Grade level Achieved

Second

Comprehension

Retelling+
Explicit QuestionsImplicit Questions+
Familiar Text+
Expository TextNarrative Text+

Considerations for Student Learning

Strengths

Student has a very positive attitude towards reading

Student is very curious about words, word patterns and vocabulary
Needs
Student would benefit from having access to high interest reading material and
someone to talk about his reading with, maybe a reading buddy?
Ideal Learning modes / style
Student enjoys being physical, does not like doing artsy activities.
Attitude Toward Learning / Competence
I do not believe he sees himself as a reader quite yet. I think some more
experiences with high interest, independent leveled books would really help his
confidence.
Physical / Medical Considerations (Vision, Hearing, Tracking, Medications, Other)
None

RECOMMENDATIONS
Word Study
Word analysis
vocabulary

Comprehension Strategies, Narrative & Expository

Building prior knowledge
Vocabulary meaning

 Fluency
Choral read
Read Aloud

Writing Plan
I will interconnect reading and writing in each session by including a writing
response activity to the book that we read during the session.
Text Suggestions
Student seems to appreciate silly books. I think he would appreciate authors
likes; Kevin Henkes, Shel Silverstein, Robert Munsch, Mo Willems, etc.

OVERALL SUMMARY STATEMENT

My main goal for Wyatt is for him to start seeing himself as a reader. I want to boost his
confidence and his joy regarding reading. I want to expose him to interesting authors
and teach him how to make connections with both the story and the author so that he
can more easily find relatable books independently. I want Wyatt to have fun with
reading! To ensure this, I will choose high interest, high quality texts from popular
authors. I will keep our activities brief and enjoyable. I will also allow him to have
choice regarding some of the aspects of our sessions, for example, which book and
which technique he can use to practice his fluency.