Brittney Guyers Remediation Plan

I. Description of Child
Big Show is an eleven year old Caucasian male. Big Show is in the fifth grade. His
mother says that he struggles with reading sometimes because of lack of focus. At school,
he is said to be on a fifth grade reading level. While working with him, I noticed that he may
actually be on a fourth grade reading level.
II. Specific Information
Big Show has just recently been diagnosed with ADD. At first, his parents were
unsure about putting him on medication to help with his ADD because they thought it
was something he could just grow out of or be taught not to do. After a few months, his
parents decided to let him take medication for his ADD. Big Show takes this medication
once a day to help him stay focused during school. His parents hope that he will soon be
able to stop taking the medication. In his earlier grades, Big Show received tutoring in
reading, but he currently does not receive any tutoring.
III. Assessment Instruments
Big Show willingly participated with the Wepman and the reading of the three
different reading passages. He started out reading on Level 3 and progressed to level 5
throughout the sessions.
IV. Auditory Discrimination Test (Wepman)
This test was administered on April 20, 2014 at 2:00 p.m. Big Show scored a 0 which
places him in the average ability range. By the end of the test, Big Show was getting
restless. I do not think that hearing issues play a big role in Big Shows reading ability.

V. Diagnosis
During each of the silent readings, I had to aid Big Show in some of the answers
to the comprehension questions. During his silent reading, he had a hard time focusing
fully on the passage. This led to him not being able to recall important details from the
story. As Big Show would read aloud, he was able to recall more facts from the passage
and appeared to be more focused on the task at hand. I believe that the lack of focus is
due to his ADD. After his first session reading the Level 3 passage where he made the
most errors, his mother revealed to me that he had failed to take his ADD medication on
that particular day. Although Big Show willingly wanted to help me with my assignment,
I feel as though the fact that he had extra work to do after school caused his focus to
change as well.
Big Show had a total of seven errors during the reading of the three passages.
The majority of the errors he made were insertion errors that fell into the Syntax
category. I feel as though in his mind adding extra words or suffixes to words allowed
the sentence of the passage to make more sense to him. He would also read in a hurry
in order to finish the assignment faster. I would say that this hurried reading made up
for the remainder of the errors that occurred such as mispronunciation or omission of
words. Big Show also has issues with his visions which cause him to wear bifocal glasses
at the age of eleven. I noticed numerous times that he would squint of struggle to see
the words in the passage. Through the readings, I would infer that Big Shows fluency is
on a mixed phrasing level. He goes from reading phrases that he is familiar with in great
fluency to reading unfamiliar words by slowly sounding them out.
VI. Remediation Plan and Recommendation
I believe that Big Show needs to continually take his ADD medication because
the reading sessions prove that when he takes his medication, he is more focused and
makes fewer errors while reading. Although Big Show already wears glasses, I believe
that it would benefit him to go back to the optometrist in order to determine if his
prescription has changed since his last visit. Also, his teachers could offer him versions
of the stories read in a bigger text in order for him to see more clearly and not have to
squint. I believe that slowing down the speed of Big Shows reading would minimize the
number of Syntax errors made. Also, Big Show would benefit greatly from recording his
readings. His comprehension greatly improves when he hears himself reading out loud
instead of just silent reading. According to Big Show, his passion for reading greatly
improves when he is able to read about topics that interest him such as how-to books. I
believe that his teachers would see great improvement in his reading scores if they
allowed him to read more about topics he is interested in. Big Show is definitely not a
poor reader, but his reading could improve by slowing down, more focus on detail, and
more interesting story topics.

















Brittney Guyer
Reading Diagnosis
Group: Brittney Guyer, Paula Holmes,
Anna Shepherd






Reflection:
I believe that every student who is working to become a teacher should go through this process. You
really learn about the different ways students read and comprehend material. This process is bound to
be beneficial in any classroom setting I may be placed in the future. I enjoyed this experience.