Case Report

Student Name: ___Dylan ______________

Grade: ____1______

Oral Reading Level

Passages

Independent

Pre-Primer 1

I Can (narrative)

Instructional

Pre-Primer 2

Just Like Mom (narrative)

People at Work (expository)

Frustration

Pre-Primer 3

Lost and Found (narrative)

Dylan is a first grade student. His instructional reading level is Pre-Primer 2 and his independent level is
Pre-Primer 1.
Oral Reading Miscues
Dylan relies on the initial sound when trying to decode a word. He has difficulty with vowel sounds and
missed short vowels (i, e, o) and long vowels (a, i). He also had difficulty with combination vowels (ea,
ai). Dylans miscues change the meaning of the text and he does not self-correct. He missed both sight
words and content words.
Fluency
Dylans frequent miscues interfere with his fluency. He does not read with accuracy, automaticity or
prosody.
Phonics Test Results
Long and Short Vowels
Initial Consonant Blends
Final Consonant Blends
Vowel Diphthong & Digraphs

12/32
16/24
9/10
0/14

R-Controlled Vowels

0/10

Missed: Short vowels (i,e,o) Long vowels (a,e,i,o,u)

Missed: gl-,sk-,dr-,ch-,gr-,br-,sh-,stMissed: -ft
Missed: -oy, -oo, -ow,-oi,-ay,-aw, -ey, -oa,-ew, -on,
-ea, -ee, -ui
Missed: -ar,-er,-ir,-or,-ur

Dylans phonics test results showed he recognizes some short vowels, but missed all long vowels. He
missed similar vowel sounds in his oral reading. He was able to recognize final consonant blends, but
had difficulty with initial consonant blends specifically gl-, sk-,dr-,ch-,gr-,br-,sh-,and st-. Dylan had
difficulty with both vowel diphthongs and digraphs, as well, as R-controlled vowels.

Comprehension Results
Dylan had a general understanding of the narrative passage and one expository passages he read during
oral reading. He had difficulty forming a definition and instead gave examples to answer the concept
questions. For example, when asked to define hop he said something bunnies do. Dylan would
benefit from vocabulary instruction to strengthen his ability to answer concept questions.
Dylan had difficulty accessing his background knowledge to make predictions. His predictions were
mainly focused on the title. When asked to give a prediction about the story I Can he stated, I can do
stuff.
Dylan had difficulty retelling the story. He often stated the title and then provided one or two details of
the story. The retell was not in sequential order indicating he does not have a sense of story.
Dylan had more success answering the explicit questions. When asked a question that could be
answered explicitly from the text or implicitly from the pictures, he would answer explicitly from the
text or say he did not know. He was not able to answer the questions implicitly based on the pictures.
He had more difficulty answering the questions as the text became harder. Dylan has difficulty making
inferences.
Dylan had difficulty accessing his background knowledge to make predictions that were more than a
restatement of the title. During his retells, Dylan had difficulty using his background knowledge to recall
details from the text. He was able to use his background knowledge to answer explicit questions, but
did not make inferences based on the pictures.
Dylan read one expository and three narratives texts. He was familiar with all topics from both types of
passages. He had difficulty recalling details from both types of text and had difficulty answering implicit
questions for both. At this early reading stage, Dylan was at the instructional reading level pre-primer 2
for both narrative and expository text.
Dylan only read orally.
General Summary
Dylan is a first grade student reading below grade level. His instructional level is Pre-Primer 2 and his
independent level is Pre-Primer 1.
Dylan frequent miscues interfere with his fluency and comprehension. He does not read with accuracy,
automaticity or prosody. He relies on the initial sound when trying to decode a word. He has difficulty
with vowel sounds both short and long, as well as, combination vowels. He does not self-correct and
missed both sight and content words. Dylan would benefit from word recognition strategies to help him
easily decode words and phonics instruction focusing on vowel sounds and blends. Dylan would also
benefit from modeled reading and repeat reads to improve his fluency.

Dylan needs strategies to improve his comprehension. He is able to use his background knowledge to
answer concept questions, but he often gives examples instead of definitions. He also had difficulty
accessing his background knowledge to make predictions. Dylan would benefit from instruction to
develop his vocabulary and background knowledge to answer concept questions with more detail and
form more thought out predictions.
Dylan had difficulty with retells. He was not able to recall more than one or two details and he does not
have a sense of story. Dylan would benefit from instruction on story structure and modeling a think
aloud to help improve his ability to recall details.
Dylan had difficulty with implicit questions. He was able to answer many explicit questions, but did not
rely on the pictures to make inferences when he did not know the answer. At this early stage, Dylan
needs instruction on how to comprehend text to answer explicit questions and explicit instruction on
using the pictures to make inferences.
Recommendations for Instruction
Dylan needs word recognition strategies to develop his ability to easily decode words that will lead to
better fluency and comprehension. Dylans instruction should include Make a Word, Word Sort and
Pick-Up and Writing for Sound activities to help develop his individual letter sounds and also his short
vowels (i, e, o) and long vowels (a, e, i, o, u) and finally moving to combination vowels. These strategies
will also develop Dylans ability to recognize word patterns to help decode words with automaticity
when reading. Dylan should use Structured Language Experience Stories and Autograph Reading to
practice his sight words and spelling patterns. Dylan should use Word Banks to practice his sight words
for both kindergarten and first grade. Finally, Dylan should use the Talking Dictionary and Independent
Reading strategy to improve his fluency.
Dylans vocabulary instruction should focus on the Personal Clues strategy to link unknown words to his
personal experiences. Finally, the Plot Relationship Chart should be used to help develop a sense of
story and identify key details of a story for easier recall and answering comprehension questions.