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from M2 Discussion: Debrief of the Otisina Case
Sep 2, 2017 8:07pm
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I learned that Otisina is able to read pre and primer words that are kindergarten and
first level with automaticity, almost of if they had been memorized. She later struggled
with second and third grade words during the QRI word reading. Her father wants her to
be tested for ADHD and her mother believes she has issues with her eyesight, which
explain her choice of large print text during the book tasting in week one. She is an
auditory learning currently because of her struggle with reading. Students displayed
signs of slight dyslexia when reading and mistaking Ps for Bs. Lastly, I learned that the
student prefers to reading narratives or realistic fiction over informational text. My first
step would be intermediate to advanced phonics intervention.
I would have liked to known what previous intervention Otisina was receiving from her
previous teachers. What is her current DRA (Developmental Reading Assessment) or
running records? Has there been any RTI or goal setting done with this student? What
is the students' oral vocabulary like (although I got a snippet through the card game) ?
Has the student ever been retained?
from M2 Discussion: Debrief of the Otisina Case
Sep 2, 2017 8:10pm
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Your comment about the RTI process was bingo dead on! The first thing I remember
thinking when going to the scenario and reading the provided information wondering
where are the interventions? Most definitely, a student such as Otisina which her
literacy deficits is the primary candidate of a Tier 3 student.
from M2 Discussion: Debrief of the Otisina Case
Sep 2, 2017 8:13pm
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Words Their Way is such a wonderful resource to use to teach word study and phonics
for struggling readers. This text was used in a course I took this summer in which it
focused on the importance of a spelling inventory. I would have love to seen a copy or
analysis of an administered spelling inventory for Otisina.