Case Study Phase One Ann Morrison, Ph.D.. Identify a Willing Student Work with the cooperating teacher at your field placement to determine a willing

Case Study Phase OneAnn Morrison, Ph.D.

Identify a Willing Student

Work with the cooperating teacher at your field placement to determine a willing student who might benefit from some one-on-one tutoring. Meet the student, visit with them and find some time to

read a book together. As you read with the student, listen to and watch the

student. What does the student do well? What does the student struggle with?

The answers to these questions will guide you in deciding which assessments to use.

04/19/23Ann Morrison, Ph.D.

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Select and Administer Assessments

Based on your initial meeting with your student, identify 3-4 assessments that you believe will help you identify instruction that is in the child’s Zone of Proximal Development. Don’t use tests you think will be too hard or too easy, use those that you expect the child will get some of the items correct and some incorrect.


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Notes on Assessment Tools

Informal versus formal assessments Formal assessments have been used on thousands of

students and norm tables have been created, allowing the examiner to determine a child’s achievement level based on his or her score.

Informal assessments have not been normed

Fluency versus regular tests Fluency tests are timed. Regular tests are not.


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Before Testing

Read through the instructions for the test

Develop rapport with the child before you begin

This coming week: Practice giving the test to another person or your dog


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During Testing

Sit side-by-side or at right angles from each other

Keep the scoring sheet where the student can’t see it

Avoid using encouraging words after each answer. Instead, praise the student for their effort after the entire test.

If you see your student becoming frustrated, discontinue testing and note what you observed and how you responded. If your student is able to continue the test on another day, go ahead and do that. If not, just use the assessment data you were able to get.


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After Testing

Go through all of the paper you have collected. Make sure all of the answers are filled in, all of the notes make sense, and double check scores.

Record your impressions or observations of the student while they were testing. Did they appear enthusiastic or reluctant? Did they appear tired or hungry?

Record any abnormalities in testing such as a disruption, an error in administration, etc.


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Background Information: only use what is voluntarily provided to you by the student or teacher. Always qualify information by writing “teacher reports that ___ or student stated that ___”

Never include any information that could identify the student or that shouldn’t ethically be shared


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If you make an error in the assessment process, describe the error and conduct the test with the same error in the post-instruction assessment.

Record the assessment and observation data in the appropriate part of the template, and then delete rows indicated for the assessments you did not administer.

Pre-Instruction Assessment Data


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Test of Letter Naming

Untimed

Includes every letter, uppercase and lowercase

Student materials: sheet of letters

If student pauses for about 5 seconds say “go ahead with the next one” and mark the one he/she skipped as incorrect

If the student gives a letter sound, say “that is a letter sound, can you tell me the name of the letter?”

Discontinue if the child gets frustrated


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Test of Name Writing

Student materials: Lined paper


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Test of Initial Sounds

Done orally

“What’s the first sound you hear in the word ___”

Student materials: none

Error correction: if a student says the name of the letter instead of the sound the letter makes, say “that is the name of a letter, can you tell me what sound you hear at the beginning of the word?”

Discontinue if the child misses three of the first five prompts or gets frustrated


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Test of Receptive Rhyming

Done orally


“Does ___ rhyme with ____?”



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Test of Expressive Rhyming

Done orally


“What is a word that rhymes with ___?”



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Test of Phoneme Segmentation

Done orally


“What sounds do you hear in the word ___?”

If the child pauses for more than five seconds, prompt them to move to the next word

Discontinue if the student gets frustrated


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Test of Letter Sounds

Untimed

Includes every letter, uppercase and lowercase

Student materials: sheet of letters

If student pauses for about 5 seconds say “go ahead with the next one” and mark the one he/she skipped as incorrect

If the student gives a letter name, say “that is a letter name, can you tell me the sound of the letter?”

Discontinue if the child gets frustrated


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Test of Word Reading

Untimed

Student materials: list of words

“Can you read this word for me?”

Discontinue when the student misses five consecutive words or becomes frustrated



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Nonword Reading Test

Untimed

Student materials: list of nonwords

“I would like to hear you read some words that aren’t real words. Please start here.”

Discontinue after the child misses five consecutive words or becomes frustrated



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Primary Spelling Inventory

Use this assessment to get a clearer idea of what combinations of letters students are struggling with, both in reading and spelling (because they go together)

This assessment is in the Bear et al. text


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List of 44 Phonemes

Not a test

Provided to help you discern phonemes while assessing


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Language Comprehension

Untimed

Student materials: picture. Show in color.

“I am going to show you a picture. I want you to tell me everything you can about the picture”

Score based on whether the child addresses any of the following: what, size, color, number, shape, where, when, movement, mood, sound, background, perspective


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Oral Reading Fluency

Timed

Student materials: passage

The passages are divided by grade level, but use the grade level you believe is in the child’s ZPD based on your reading with the child

Discontinue after 1 minute

Scoring: count the number of words read correctly in 1 minute then calculate percentile using the Hasbrouck and Tindal ORF chart


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Oral Retell

Untimed

Student materials: none. Take passage away.

Decide for yourself correct answers before administration


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After Assessment…What’s Next?

Write up your results

Begin developing lessons based on your student’s assessment results


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Write Up Your Results


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Example of Good Score Report


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Score Report, cont.


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Score Report, cont.


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Pre-Instruction Assessment Analysis


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Relative Strengths


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Relative Needs


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Goal and Plan for Instruction


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Case Study Phase One Rubric


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Example: Relative Strengths Nick’s reading fluency appears to be average. His score of 23 correct

words on the DIBELS Oral Reading Fluency (DORF) places him in 50th percentile amongst the students in his grade level. Based on his DORF score, his reading pace is slower than 50% of the students in his grade level, and I believe his persistence with self-correcting 3 of the words affected his speed. In the context of the story, Nick used multiple decoding strategies to correct the mispronounced words. This suggests strong comprehension and the ability to detect non-words.

Data from the oral retell supports strong comprehension ability. While he scored few words (16) on the oral retell passage that he read as compared to the passage I read (53), he was able to fully retell the details from those few sentences. His score of 53 on the passage I read indicates stronger comprehension when being read to; he conveyed the main point and included details. One possibility for the lower score on the first retell is the fact that he read fewer words.


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Example: Relative Needs From classroom observations, Nick tends to be slow to initiate work

when given several choices; for example, he seems to require additional processing when deciding writing topics. Even after instruction and many examples on how to choose a story topic, he was unable to pick one from his self-generated list. He made a decision after I narrowed the options down to two, which took a considerable amount of time.

His attention to a task noticeably wanes around 10 minutes or less: During a one-on-one phonics activity with me, he lost complete track of a repetitive task around the 10-minute mark.

*Nick scored 64% accuracy on the Word Reading assessment and displayed an error pattern with pronouncing the /a/ vowel. He used a short vowel sound for the vowel digraph /ai/ and for a word with a silent-e. This suggests that he is unfamiliar with rules that create long vowel sounds.


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Example: Relative Needs, cont.

He demonstrates the ability to place events in logical order, but tends to forget his plan after a period of time. When working with him on planning for a picture book, he was able to verbally convey the images he intended to use for each section. However, upon checking his progress he had completely left out a few important pictures and was unable to recall the original plan. His loss of attention during this activity and those mentioned above makes me question his ability to retain and recall information after a longer period of time. This may be an imprinting issue that possibly might not show on the oral tell assessment because it requires story recall immediately after reading or hearing the passage.


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Example: Goal for Instruction

Based on the vowel error pattern displayed in the Word Reading assessment, both the teacher and I believe that he needs intervention with all vowel sounds and the rules that create long vowel sounds. The goal for instruction is to increase his ability to quickly and accurately pronounce vowel sounds within words in a list format and within passage words to improve his reading fluency.


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Documents

Case Study Phase One Ann Morrison, Ph.D.. Identify a Willing Student Work with the cooperating teacher at your field placement to determine a willing