Speech-Language Pathologist: Case Study

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

Gemelli’s current Lexile score is 272L. She is able to read and comprehend text at the first-grade level with excellent accuracy. Her most recent reading test (using read theory) placed her at the 1.8 grade level (first grade, eight month). Gemelli’s frustration level in reading is currently at the second-grade reading level. At her ability level Gemelli is currently able to answer reading comprehension with 75% accuracy.

After reading a grade-level text, Matthew will determine the meaning of up to 5 teacher-selected words by identifying a replacement word that maintains the figurative, connotative or technical meaning for 4 out of 5 words or 80% accuracy in 3 out of 4

This activity was utilized to promote word recognition and increase the experience of reading multiple syllabic words. Allowing Addison to recognize base words, word patterns, and affixes. Addison was required to locate new words contained in the word and use new parts to make a new word from the original word.

She was able to answer 85% of the questions correctly. She answered the questions using the information from the story with 100% of accuracy. And even more, she expended her thinking outside of the story. She had some difficulty answering vocabulary questions. When I asked her what word “string” means, she was not able to answer. She was feeling very strong retelling the story, but she missed to mention a father as a character of the story. She has a high level of comprehension: she remembers what she read, but has a hard time reading it. I gave her a listening comprehension assessment to identify what she would able to do while listening to a story. I started from one level low, and she was bale to answer all the questions correctly. It meant for me that Alexandra’ comprehension would not be the major concern for

I currently work with Savannah every Tuesday, Thursday, and Friday on her reading skills. Savannah needed assistance on her reading comprehension as well as an ability to understand the parts of a story. Savannah is currently on a first-grade reading level. We are trying to progress her to a second-grade reading level. As well as develop stronger comprehension questions to have

This goal is appropriate for a student who has not learned all of his/her sight words. You can assess sight words with flashcards. You can they show mastery when the student has identified 80% of the words.

The Portland Public Schools uses a reading program called Reader's Workshop to guide K-6 students through the process of learning to read and reading to learn. Reader’s Workshop is a research-based program developed by Teacher’s College. As part of Reader's Workshop, all students are assessed at the beginning of each school year using a reading screen called Fountas and Pinnell. The Fountas and Pinnel reading screen allows teachers to identify each student’s reading level. Once reading levels are identified, teachers work collaboratively to design an individualized program of literacy instruction that builds student fluency, accuracy and comprehension. Through Reader’s Workshop, as opposed to each student reading the same text in a one-size-fits-all instructional model, each student reads a personalized text that engages students at their current ability level and scaffolds text complexity as students develop the ability to engage fiction and informational text.

Alex’s independent level is estimated to be grade 5, her instructional level is estimated to be grade 5.5, and her frustration level is grade six. Alex scored 10/10 on the grade five-word list and 6/10 on the grade six-word list. She exhibits good decoding skills and is at grade level for word recognition. Next steps are explicit instruction in reading multisyllabic words, short and long vowels as well as vowel teams (digraphs and diphthongs).

I will be using multiple reading passages throughout this learning segment. Every day students will be engaging in complex texts, but not every student will not have the same text every day. This is because I am keeping my students who are on an IEP, my struggling readers, and my high level readers in mind. Therefore, these specific groups of students will be getting different types of readings each day compared to the whole class. The different genres that I will be utilizing each day include narratives and historical fiction. On day one, two, and four students will be reading different narrative complex texts to find the theme within them. On day three, students will be reading different complex texts on Helen Keller and Martin Luther King Jr. to make an interdisciplinary connection to social studies. Both of these passages tell about the stories of these individuals and their life struggles and accomplishments.]

Targeting these components will increase Kathy’s repertoire and semantic relationship to each word in reading, increase expressive communicative abilities in discourse, improve Kathy’s planning in controlling her impulsivity to answer without understanding the question, and organize class assignments more efficiently. To target these objectives, an appropriate intervention strategy must be implemented to efficiently address Kathy’s needs.

According to Pbs.org, children this age can understand 2500 to 3000 words and will acquire an average of 2000 additional words during that year.

When given picture cards and simple sentences, the students will correctly sequence the events of the story, with 60% accuracy.

This subtest asks Jackie to listen to a words or sentences and match it to a picture or looks at a picture and responds with the corresponding words. The test has three sections Receptive Vocabulary, Sentence Comprehension, and Expressive Vocabulary (Harcourt 2009). Jackie scored a Low Average in this subtest and ranked higher than only approximately 14% of her

Prior to reading the text, teacher will pass out Anticipation Guide, to support predictions activity (1 minute).