Complete Case Study Reflection

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School

University of West Alabama *

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Course

SE 451

Subject

English

Date

Apr 3, 2024

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docx

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2

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Working with Axel, a struggling reader, has been incredibly eye-opening. I now have firsthand experience in enrichment and intervention with a student who struggles to read. To determine where his struggle was, I administered some assessments to Axel. On the Phonological Awareness Screening Test, Axel had only missed two. He showed excellent knowledge and understanding of phonics, phonemes, and phoneme blends. He showed no difficulty replacing phonemes; he only missed two automatically but still replaced them correctly. I administered the Oral Reading Fluency Exam to him with three different passages. He missed only one word because he was reading too fast; he correctly read more than one hundred words in each passage. After administering the exams, I believed that his reading might be the source of his problem as he read too fast and did not keep a slow enough pace to gain knowledge from the text. In the first lesson, I modeled how reading should sound; we read together, and then he read by himself. My goal was to hit some of the five reading categories; for Axel, I chose to focus on fluency, vocabulary, and comprehension. We focused on those three because Axel did not need to work on phonics and phonics awareness. To focus on fluency, Axel read and reread two books; one was his favorite Dogman novel, and the other was a rhyming book, Oh! The Places You’ll Go. To work on vocabulary and comprehension, we worked on cause and effect, comparing and contrasting, facts and opinions, and synonyms and antonyms. During the six lessons, Axel was assessed both formally and informally. This way, I had multiple opportunities to assess his knowledge. Several obstacles were encountered while working with Axel, the first being that he is shy. In the earlier lessons, he was less comfortable working with me because I was unfamiliar with him. As we progressed further along, he was able to become more comfortable working with me. The first lesson was also a struggle because Axel was pulled away during silent reading, so the classroom was quiet when he was working
with me. We realized Axel needed some background noise to prevent him from feeling discouraged during the lesson. Including something in the lesson that Axel enjoyed was also essential because it ensured that he remained engaged. Working with Axel has benefited me as I can now identify issues of a struggling reader and where I can assist them in becoming a stronger reader.
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