_CDD Module 2 CASE STUDY TEMPLATE _1_-1 (2)-2 SED 609

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National University College *

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SED609

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Communications

Date

May 17, 2024

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docx

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6

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COLOR SCHEME : Blue – Rajaee Jordan, Green – Dillon Hollingsworth, Black - Gloria Knowles CASE STUDY RESPONSE TEMPLATE Case Study Questions Case Study #2: Dyslexic ISSAC 1) Describe Issac’s behavior in the classroom.   Isaac was listed as “at risk” regarding his behavior. These behaviors include anxiety, depression, and functional communication. His mothers says he has a hearing problem and can be easily annoyed by others. She also stated he is worried about making mistakes and disappointing his parents. He makes the comment, “ I’m not good at this”. 2) What are Issac’s assets and barriers in the area of speech, language, and pragmatics (social communication)? Then write 1 SMART goal based on the student's area of need in speech, language and pragmatics.   Assets- According to the Stanford Binet Intelligence scales he is in the 58th percentile for global IQ. He is fully able to understand, integrate, and manipulate information and use abstract reading skills. He can identify patterns, can categorize pictures accordingly, and can verbally report absurdities in stories read to him. He can express learned knowledge, he could name actions when shown a picture in 5 out of 5 trials. Can correctly state procedural knowledge about different tasks. Performed well in working memory. Can tap out block sequences. Barriers- struggles with word problems that are read out loud to him. Isaac struggles with details and absurdities in pictures. struggles with block sequences that are longer than 5 taps. Struggles with position and direction words that include left, right, and compass directions. SMART GOAL: By May 27 th , 2024 Isaac will be able to segment and blend words into individual sounds in 2 out of 3 trials with 80% accuracy without prompts as collected by teacher data.
3) Referencing the 18 domains from the Literacy Graphic Organizer, identify what are Issac’s strengths and weaknesses in reading? Then write 1 SMART goal based on the student's area of need in reading.   Areas of Strength:-Academic Language: According to the Learning Environment Intervention Report, he has a range of knowledge and uses context clues to figure out new words. Assessments from FSIQ show his ability to fully understand, integrate, and manipulate information.- Figurative Language: When it comes to writing, he has a sense of humor and can apply it to his writing. According to the Learning Environment Intervention Reports, Isaac loves to read graphic novels and fantasy books which are filled with figurative language.- Morphology: Isaac is good at using context clues to figure out unfamiliar words. -Orthographic Knowledge: According to the Learning Environment Intervention Reports With support, he is able to identify 26/26 letters and sounds, can read CVC words, read CVCe words, and read consonant blend. He can write 26/26 capital and lower-case letters. His KTEA-II supports his strengths by showing his ability to identify letters, name letters, identify letter's sound, and produce letter sounds. - Functional Reading: Although Isaac’s reading is below average, his comprehension skills are average. He is able to figure out the story with context clues and can share a lot of information that he learned. He is average in literal comprehension and has strong comprehension skills for listening to stories. -Writing Conventions: He can capitalize the first letter when he writes simple sentences. -Writing Processes: He prefers typing over writing. He has negative feelings for writing and was less willing to perform the writing task. Areas of Need: -Word Study: KTEA-II shows that Isaac performed low in areas of single consonants, short vowels, long vowels, digraphs, vowel teams, and unpredictable patterns. -Fluency: According to his KTEA-II, his word recognition fluency is below average. Fountas and Pinell results show that he is at E level and Instructional level (which is mid-1st grade reading level). He reads at 257Lexile level (which is mid-1st grade reading level). He
struggled for basic sight words such as my, you, do, and so. -Syllabic Analysis/Structural Analysis/Multisyllabic Words: According to KTEA- II, Isaac is below average in reading, silent reading fluency decoding, letter/word recognition, and nonsense words. -Spelling: According to KTEA-II, he struggles with spelling words and common sight words. During the writing portion, he refused to write the fourth essay portion and had a weakness for task adherence, sentence structure, word form, and punctuation. -Orthographic Knowledge: According to KTEA-II, he struggles with matching sounds to letters, blending, segmenting words, and deleting words (such as initial, middle, and ending). He performed low in areas of single consonants, short vowels, long vowels, digraphs, vowel teams, and unpredictable patterns. Reading Goal for Sight Words (to improve fluency): By June 2024, Isaac will independently read 20 common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) as measured by teacher records and observations with 80% accuracy in 2 out of 3 trials. 4) Develop 2 multi-sensory strategies or interventions that you feel will best support her academic reading goal?   1)Play-Doh Spelling: Isaac will use playdough to make a combination of lines (like in “H” or “A”) and curves (like “U” or “C”) to make words of a given sight word. He is building the sight word and practicing how the word is formed with each letter. He becomes mindful of where to put the curves, lines, and letter placements. Independently, he can use playfought with the sight word and then the teacher weans him away to spell and write the sight word independently. 2)Magnetic Letters: With given letters for a sight word, the teacher will mix-up the letters and the student need to place the letters in the proper place. The teacher can build up the words with similar beginning letters
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