EDU 565 Case Study Report

May 15, 2015

Kahree Harris

Reported by: Wesley Stewart

Overview
This case study report was based on the Baader assessments and tutoring sessions between myself and
Kahree during the winter 2015 semester. During the assessment I learned what Kahrees reading
preferences, grading, and what reading skills she needed to improve.

I designed several lessons that would help Kahree improve in key deficiency areas: word recognition,
inference, context clues, and reading fluency. After completing the lessons, Kahree retook the
assessments. This case study compares Kahrees performance on the initial assessment and the exit
assessment.

Student Priorities and Interest Inventory. On the Student Priorities and Interest Inventory
assessment Kahree revealed some interesting and useful information about herself as a reader.
One the Student Priorities I section Kahree selected a number of items that she believed she
specifically needed help with, including Meaning of words, Remembering what I hear,
Understanding what I hear, and Reading Directions. Each of those selections proved to be quiet
accurate when I began to do the other assessments and tutoring sessions. These selections, by
and large, became the focus during our tutoring sessions.

Kahree indicated a strong interest in animals when we first met. She selected animals on the
Student Reading Interests section, and talked about her dog Morpheus often during our
meetings. I used her interest in animals to help shape my selection of books and lesson plans.
Graded Word Lists
Graded Word Lists. Kahree is in the second grade, yet she did not successfully read the majority
of the second grade words on the GWL, She read most of the first grade words but missed
three of them. According to the assessment Kahree was reading at a Pre-first grade level.

GRADED WORD LISTS

Kahree performed
Column C (1.0) better on each column
First Score of the Graded Word
Column D (2.0) Second Score Lists. However, she
missed a few words
0 1 2 3 4 5 6 7 8 9 10 that she was able to
Number Correct
read correctly the first
GWL GRADE LEVEL RESULTS time.

Kahree was not able to

raise her reading level,
Grade Level First Score
despite being able to
Second Score
read more words the
second time.
0 0.5 1 1.5 2 2.5 3
Graded Readers Passage
GRADED READERS PASSAGE

Graded Readers Passage. For the Graded Readers Passage assessment, Kahree read Bob the
Fish. Her background knowledge was adequate. She read most of the words in the story
accurately (90%). However, she paused frequently between words. In the Unprompted
Memories section she was only able to recall two out of eight details about the story. She did
not fare any better on the Comprehension Questions, answering only two out of eight correctly.

Kahree read Bob the Fish the first time I administered the GRP. During the exit assessment she read
Turtles at Home. Both of these passages were PEA.

Bob the Fish

Turtles at Home

75% 80% 85% 90% 95% 100%

While Kahree made more errors
Percent Correct
the second time around, she
read much more fluently and
confidently. The Turtles at Home
passage also has more words
(58) than does Bob the Fish (54).
UNPROMPTED MEMORIES

Bob The F
Second Score

0 2 4 6 8 10
Number Correct Kahree improved
While Kahree her
madescores on
the Unprompted
more errors theMemories and
Comprehension Questions
second time around,
sections of themuch
she read GRP.more
This
COMPREHENSION QUESTIONS indicates thatand
she may have
fluently
improved her comprehension
confidently. The
and fluency.
Turtles at Home
passage also has
First Score
more words (58)
Second Score
than does Bob the
Fish (54)
0% 20% 40% 60% 80% 100%
Graded Readers Passage Reading Record
ORAL READING (UNPREPARED)

Number of Miscues
Rate WPM

1 3 5 7 9 11 13 15

Kahree was able to read 12

WPM on the exit assessment.
She had six miscues, as she did
not know three words and
mispronounced three words.
 RECOMMENDATION
KEY CAPABILITIES
Word Recognition Inferencing

High

High
Improvement

Improvement
Moderate

Moderate
Low

Low Moderate High
Current Capabilities
Kahree's struggle with recognizing similarities between
words and unability to break words down into smaller parts
persisted throughout the semester, and did not drastically
improve by its end. On the exit assessment he missed a
number of words that she had read on other occasions as
well as words that were very similar to words that she read
correctly. . on the GRP adequately with more thoughtful answers.
Low
Low Moderate High
Current Capabilities
Kahree showed an ability to make inferences and draw
conclusions based on cues and prior knowledge. During
our tutoring sessions she caught onto the concept of
infering very quickly. She also answered the Background
and Prior Knowledge and Interpretive Questions sections

Context Clues Fluency

High

High
Improvement

Improvement
Moderate

Moderate
Low

Low

Low Moderate High Low Moderate High

Current Capabilities Current Capabilities

Kahree has deepseated issues with reading fluently.

She tends to read word-by-word instead of reading
Kahree showed moderate improvement using context sentences and paragraphs. To her credit, she did
clues. She did very well on the assignments given to her appear to read more fluently and confidently the more
on context clues, but did not consistently use this we worked together. Her average WPM on the exit
strategy when reading independently on the GRP. assessment was 12 WPM.
OVERALL RECOMMENDATION:
Kahree has shown that she is capable of grasping the concepts and reading strategies that she and I worked on
throughout the semester. However, she has a tendency to disregard what she has learned and not consistently rely
on new strategies. For example, I introduced Kahree to a number of new words during our tutoring sessions that she
seemed comfortable reading, but she would routinely mispronounce or fail to read these words thereafter. The exit
assessment suggests that she improved in the areas of fluency and overall understanding of what she read
(Interpretive Questions). She would benefit from future lessons that involve analyzing the structure of words and
phonics. She should also focus on reading aloud and building her fluency.