case study presentation created by: angie keaton wendy locklear kristin wahl

Case Study Case Study PresentationPresentation

Created By:Created By:

Angie KeatonAngie KeatonWendy LocklearWendy Locklear

Kristin WahlKristin Wahl

Information Information Related to the Related to the

Home and Family Home and Family EnvironmentEnvironment

Primary CaregiversPrimary Caregivers

Student B and C live with their Student B and C live with their biological parents.biological parents.

Student A lives in a single mother Student A lives in a single mother home.home.

Number of MovesNumber of Moves

Student B and C have attended the Student B and C have attended the same elementary school since same elementary school since kindergarten.kindergarten.

Student A has moved four times and Student A has moved four times and has attended four different has attended four different elementary schools since elementary schools since kindergarten.kindergarten.

Free and Reduced Free and Reduced Lunch/BreakfastLunch/Breakfast

For Student B and C we were unable to For Student B and C we were unable to determine if these students receive free determine if these students receive free and reduced lunch/breakfast because of and reduced lunch/breakfast because of confidentiality reasons.confidentiality reasons.

We assumed that Student A receives free We assumed that Student A receives free and reduced lunch/breakfast because 98% and reduced lunch/breakfast because 98% of the students who attend this school do of the students who attend this school do receive these services.receive these services.

Academic Achievement of Academic Achievement of SiblingsSiblings

Both student A and student C have older sisters who Both student A and student C have older sisters who attended the same elementary school. attended the same elementary school.

Student A’s older sister performed on grade level in her Student A’s older sister performed on grade level in her classes. classes.

Student B has two younger sisters. One is currently in Student B has two younger sisters. One is currently in

second grade and attended speech classes for second grade and attended speech classes for approximately one year for problems with articulation. She approximately one year for problems with articulation. She has exited the program since then. The other sister is in has exited the program since then. The other sister is in Kindergarten for the second year in a row. The reason why Kindergarten for the second year in a row. The reason why she repeated Kindergarten is because she rarely spoke she repeated Kindergarten is because she rarely spoke during class. Therefore, the teacher was unable to during class. Therefore, the teacher was unable to determine her progress. Based upon this information, it determine her progress. Based upon this information, it can be determined that there is a history of below average can be determined that there is a history of below average language skills between the children in this family. language skills between the children in this family.

Information Information Related to Related to Language Language

DevelopmentDevelopment

Ear InfectionsEar Infections

There was not a history of ear There was not a history of ear infections in any of the three infections in any of the three students.students.

Speech/Language Speech/Language ServicesServices

Student A was initially referred for testing in speech, but this student did Student A was initially referred for testing in speech, but this student did not qualify for the initial placement. not qualify for the initial placement.

Student B and C were both qualified for the speech program for specific Student B and C were both qualified for the speech program for specific issues. issues.

Student B received services for speech and language development for two years Student B received services for speech and language development for two years in the Head Start preschool program. According to the test results, there were in the Head Start preschool program. According to the test results, there were no issues with his fluency, articulation, and voice development. He did receive no issues with his fluency, articulation, and voice development. He did receive services specifically for his language skills. services specifically for his language skills.

In elementary school, Student B continued to receive speech and language In elementary school, Student B continued to receive speech and language services in Kindergarten, first grade, and second grade for language skills and services in Kindergarten, first grade, and second grade for language skills and vocabulary development. vocabulary development.

Similarly, Student C’s speech and language services began in preschool. Similarly, Student C’s speech and language services began in preschool. Student C’s parents were concerned that their child, at age 3, was only Student C’s parents were concerned that their child, at age 3, was only communicating through nonverbal cues or grunting. This student was evaluated communicating through nonverbal cues or grunting. This student was evaluated through Appalachian State at age three and began receiving speech services in through Appalachian State at age three and began receiving speech services in preschool. preschool.

Student C continued speech into kindergarten and is still currently served by Student C continued speech into kindergarten and is still currently served by speech. speech.

Phonological Phonological DevelopmentDevelopment

Each student seems to be making progress in this area. Each student seems to be making progress in this area.

Student B can now blend up to 5 sounds together to read Student B can now blend up to 5 sounds together to read words, read many sight words, and has started to read two words, read many sight words, and has started to read two and three syllable words. and three syllable words.

Student C is currently working specific sound patterns such Student C is currently working specific sound patterns such as the ‘th’, ‘r’, and vocalic ‘r’, spelling, and verbal as the ‘th’, ‘r’, and vocalic ‘r’, spelling, and verbal comprehension. Student C did not receive a lot of comprehension. Student C did not receive a lot of phonological development in preschool because the phonological development in preschool because the student was not verbally communicating at all. Therefore, student was not verbally communicating at all. Therefore, the speech teacher worked on basic verbal communication the speech teacher worked on basic verbal communication skills. skills.

Between these three students, none of them have shown Between these three students, none of them have shown problems with rhyming. problems with rhyming.

Student HistoryStudent History

StudentStudentAA BB CC

AbsencesAbsences

(cumulativ(cumulative)e)

1616 2727 9898

Tardies Tardies (cumulativ(cumulativ

e)e)

2424 11 132132

Student Absences

Grade Grade Repetition/FailuresRepetition/Failures

Student A and C were promoted eachStudent A and C were promoted each year.year.

Student BStudent B was retained in was retained in KindergartenKindergarten

Behavior Behavior ProblemsProblems

Student AStudent A and and C C had no behavior had no behavior problemsproblems

Student BStudent B has a slight case of has a slight case of Tourette’s Syndrome. It is a very Tourette’s Syndrome. It is a very mild case that causes him to twitch mild case that causes him to twitch once and awhile, but it is not once and awhile, but it is not significant enough to affect his significant enough to affect his learning and class work.learning and class work.

Major Instructional Major Instructional Changes or DisruptionsChanges or Disruptions

There were not any major instructional changes There were not any major instructional changes or disruptions for any of the students.or disruptions for any of the students.

Supplemental Supplemental ServicesServices

Student AStudent A: Title 1 Reading: Title 1 Reading

Student BStudent B: Previous speech : Previous speech classes, current EC classes, math & classes, current EC classes, math & reading, EOG remediation classes reading, EOG remediation classes 2days/wk2days/wk

Student CStudent C: Speech & reading : Speech & reading remediationremediation

Student Student ReferralsReferrals

Student AStudent A: Referred for speech in : Referred for speech in Kindergarten but did not qualifyKindergarten but did not qualify

Student BStudent B: Referred for testing in 2: Referred for testing in 2ndnd Grade. Grade. He now attends resource classes 5 days/wk for He now attends resource classes 5 days/wk for 30 min. each session. He receives EC services 30 min. each session. He receives EC services for reading, math, & written expression.for reading, math, & written expression.

StudentStudent CC: Referred for EC testing but did not : Referred for EC testing but did not qualifyqualify

Current Current FunctioningFunctioning

Achievement LevelsAchievement Levels

Reading Reading Spelling Spelling

Handwriting Handwriting Written Written ExpressionExpression

MathMath

Student Student AA

22ndnd gradergrader

13-14 (below 13-14 (below grade level)grade level)

Below grade Below grade levellevel


Level IILevel II At grade levelAt grade level

Student Student BB

33rdrd gradergrader



On grade On grade levellevel



Student Student CC

33rdrd gradergrader

22ndnd grade grade (below grade (below grade level)level)



Level IILevel II Above grade Above grade levellevel

Standardized and Standardized and Non-standardized Non-standardized

Test ResultsTest Results

EOG Test Results EOG Test Results Student A is in 2Student A is in 2ndnd grade and has no grade and has no

EOG scoresEOG scores

Pre-EOG’sPre-EOG’s Reading Reading MathMath

Student BStudent B 221-Level 1221-Level 1

33rdrd percentile percentile316-Level III316-Level III

1313thth percentile percentile

Student CStudent C 235-Level II235-Level II

3636thth percentile percentile335-Level III335-Level III

6666thth percentile percentile

Grade level Bench MarksGrade level Bench MarksKindergartenKindergarten 1st Grade1st Grade 2nd Grade2nd Grade 33rdrd Grade Grade

Student Student AA

Np dataNp data No dataNo data No dataNo data

Student Student BB

11stst Year - Student B Year - Student B generally received 1’s generally received 1’s and 2’s (below grade and 2’s (below grade level) in all areas – level) in all areas – reading/language arts reading/language arts and math.and math.

22ndnd Year - Student B Year - Student B received on grade level received on grade level marks in all areas marks in all areas (reading/language arts (reading/language arts and math)and math)

Student B received Student B received below grade level below grade level marks for reading. marks for reading. He received grade He received grade level marks for level marks for spelling. He spelling. He received grade received grade level and below level and below grade level marks grade level marks for writing. For the for writing. For the math concepts to math concepts to master in first master in first grade, Student B grade, Student B received 2’s and received 2’s and 3’s (below grade 3’s (below grade level and on grade level and on grade level).level).

Student B received Student B received 2’s (below 2’s (below average) scores in average) scores in all language arts all language arts areas – reading, areas – reading, spelling, and spelling, and writing. He did writing. He did score a 3 (grade score a 3 (grade level) for reading level) for reading comprehension. comprehension. Student B Student B generally received generally received all 2’s and 3’s for all 2’s and 3’s for the different math the different math concepts for this concepts for this grade.grade.

Student B has Student B has received C’s and received C’s and D’s in Language D’s in Language Arts and Math Arts and Math throughout third throughout third grade. He has grade. He has received B’s and received B’s and C’s in science and C’s in science and social studies. social studies.

Student Student CC

Student C was Student C was independent in writing independent in writing and seemed to have a and seemed to have a strong alphabetic strong alphabetic principle.principle.

Student C received Student C received grade level marks grade level marks for reading. He for reading. He received grade received grade level marks for level marks for spelling. He spelling. He received grade received grade level for writing level for writing and for the math and for the math concepts to master concepts to master in first grade.in first grade.

Student B received Student B received 2’s (below 2’s (below average) scores in average) scores in writing and writing and spelling and a III in spelling and a III in reading. He reading. He scored a 3 (grade scored a 3 (grade level) in math, level) in math, social studies and social studies and science.science.

Student C had an Student C had an interim grade of D interim grade of D for reading. He for reading. He had a B for had a B for spelling and spelling and English. He also English. He also had a B in math. had a B in math. Student C had D’s Student C had D’s in science and in science and social studies. social studies.

Group IQ TestsGroup IQ Tests

No group IQ tests are given in 2No group IQ tests are given in 2ndnd gradegrade

The 3The 3rdrd grade COGAT scores are not grade COGAT scores are not availableavailable

Special Education Special Education Assessments:Assessments:

Student AStudent A

Student A has not had the WISC-R test. Student A has not had the WISC-R test. Student A received the OLSAT: Student A received the OLSAT:

Total: 28Total: 28 SAI: 91SAI: 91 Age: PR-S 29-1Age: PR-S 29-1 Age: NCE 38.3Age: NCE 38.3 SS: 544SS: 544 Grade: PR-S 21-3Grade: PR-S 21-3


n Student B received the Wechsler Student B received the Wechsler Intelligence Scale for Children WIS-R (IQ)Intelligence Scale for Children WIS-R (IQ)

Verbal Comprehension Index Verbal Comprehension Index 8383 Below averageBelow average

Perceptual Reasoning IndexPerceptual Reasoning Index 7575 Below averageBelow average

Working Memory IndexWorking Memory Index 7777 Below averageBelow average

Processing Speed IndexProcessing Speed Index 7070 Below averageBelow average

Full Scale IQFull Scale IQ 7171 Below averageBelow average


n Student C received the Wechsler Intelligence Scale for Student C received the Wechsler Intelligence Scale for Children WIS-R (IQ)Children WIS-R (IQ)

Verbal comprehension Verbal comprehension 9696 AverageAverage

Perceptual ReasoningPerceptual Reasoning 102102 AverageAverage

Working memoryWorking memory 8383 Low averageLow average

Processing speedProcessing speed 8383 Low averageLow average

Full scaleFull scale 8989 Low averageLow average

Student A - SubtestsStudent A - Subtests

Student A did not have any subtests.Student A did not have any subtests.

Student B - SubtestsStudent B - Subtests Differential Abilities Scales (DAS)Differential Abilities Scales (DAS)

Recall of Design Recall of Design 8th percentile8th percentile

Word DefinitionsWord Definitions 7th percentile7th percentile

MatricesMatrices 2nd percentile2nd percentile

Pattern ConstructionPattern Construction 12th percentile12th percentile

SimilaritiesSimilarities 4th percentile4th percentile

Sequential and Qualitative ReasoningSequential and Qualitative Reasoning 8th percentile8th percentile

Student B received a Verbal Cluster standard score of 73 (66-83), a Nonverbal Student B received a Verbal Cluster standard score of 73 (66-83), a Nonverbal Cluster standard score of 72 (66-81), and a Spatial Cluster standard score of Cluster standard score of 72 (66-81), and a Spatial Cluster standard score of 78 (72-86). His overall ability or General Conceptual Ability (GCA) standard 78 (72-86). His overall ability or General Conceptual Ability (GCA) standard score of 70 (65-76). His GCA ranked at the 2nd percentile and is in the below score of 70 (65-76). His GCA ranked at the 2nd percentile and is in the below average range. This means that 9 out of 10 times, Student B’s GCA will fall average range. This means that 9 out of 10 times, Student B’s GCA will fall between 65-76.between 65-76.

Student B ContinuedStudent B Continued

Vineland Adaptive Behavior ScaleVineland Adaptive Behavior Scale

CommunicationCommunication 77 (6th percentile – mod. Low)77 (6th percentile – mod. Low)

Daily Living SkillsDaily Living Skills 74 (4th percentile – mod. Low)74 (4th percentile – mod. Low)

SocializationSocialization 85 (16 percentile – mod. Low)85 (16 percentile – mod. Low)

Adaptive Behavior CompositeAdaptive Behavior Composite 77 (6th percentile – mod. Low)77 (6th percentile – mod. Low)

It was noted that these results suggest that Student B functions like children who It was noted that these results suggest that Student B functions like children who are identified as Educable Mentally Disabled or with overall delaysare identified as Educable Mentally Disabled or with overall delays

Student B ContinuedStudent B Continued

The Developmental Test of Visual-Motor Integration (VMI)The Developmental Test of Visual-Motor Integration (VMI)

The VMI is a measure of visual-motor coordination. Student The VMI is a measure of visual-motor coordination. Student B had to draw various geometric shapes. He earned a B had to draw various geometric shapes. He earned a Standard Score of 95, which places him at the 37th Standard Score of 95, which places him at the 37th percentile. This suggests that he has an average percentile. This suggests that he has an average development in visual perception, integration, organization, development in visual perception, integration, organization, and motor coordination when compared to others at his and motor coordination when compared to others at his age.age.

Student C - SubtestsStudent C - Subtests WISC-IV subtests WISC-IV subtests (10= average)(10= average)

SimilaritiesSimilarities 1111

VocabularyVocabulary 88

ComprehensionComprehension 99

Block designBlock design 1010

Picture conceptsPicture concepts 99

Matrix reasoningMatrix reasoning 1212

Digit SpanDigit Span 55

Letter numberLetter number 99

SequenceSequence 66

Coding symbol searchCoding symbol search 88

Woodcock Johnson Woodcock Johnson (Achievement)(Achievement)

SubtestSubtest Student B ScoreStudent B Score Student C ScoreStudent C Score

Basic ReadingBasic Reading 83 (low average)83 (low average) 87 (-12) Low Average87 (-12) Low Average

Reading Reading ComprehensionComprehension

75 (below average)75 (below average) 89 (-10) Low Average89 (-10) Low Average

Math CalculationMath Calculation 67 (poor)67 (poor) 101 (+2) Average101 (+2) Average

Math ReasoningMath Reasoning 81 (low average)81 (low average) 107 (+8) Average107 (+8) Average

Written ExpressionWritten Expression 75 (below average)75 (below average) 92 (-7) Average92 (-7) Average

General Reading General Reading ComprehensionComprehension

85 (-14) Below Average85 (-14) Below Average

DecodingDecoding 85 (-14) Below Average85 (-14) Below Average

ComprehensionComprehension 88 (-11) Below Average88 (-11) Below Average

Current Phase Current Phase (Spear-Swerling & (Spear-Swerling &

Sternberg)Sternberg) of Reading of Reading

DevelopmentDevelopment

Current Phase Current Phase (Spear-Swerling & Sternberg)(Spear-Swerling & Sternberg)

of Reading Development of Reading Development Student AStudent A

I feel Student A falls into the phase of a I feel Student A falls into the phase of a Nonautomatic Reader. I say this because she Nonautomatic Reader. I say this because she does have “accurate word recognition skills but does have “accurate word recognition skills but they are not automatic”. (pg.124) She will they are not automatic”. (pg.124) She will often struggle through sounds of a word she often struggle through sounds of a word she does not know but more often than not, able to does not know but more often than not, able to correctly say the word. When I ask her correctly say the word. When I ask her comprehension questions about the story she comprehension questions about the story she just read, I can tell she struggling to recall just read, I can tell she struggling to recall them. Sometimes she can remember it and them. Sometimes she can remember it and sometimes she makes guess after looking at sometimes she makes guess after looking at the pictures. the pictures.


of Reading Development of Reading Development Student BStudent B At the beginning of the third grade, Student B was reading at the beginning At the beginning of the third grade, Student B was reading at the beginning

of a first grade level. Student B is currently reading at a beginning of of a first grade level. Student B is currently reading at a beginning of second grade reading level. Within the last few months, this student has second grade reading level. Within the last few months, this student has started to blend up to five sounds successfully and can now read some two started to blend up to five sounds successfully and can now read some two and three syllable words. and three syllable words.

This student’s reading is still somewhat slow and laborious. However, this This student’s reading is still somewhat slow and laborious. However, this student has made sufficient progress in the last few months and has shown student has made sufficient progress in the last few months and has shown a lot of improvement from the beginning of the year. a lot of improvement from the beginning of the year.

At the beginning of third grade, Student B would be described as a At the beginning of third grade, Student B would be described as a compensatory reader. He understood the alphabetic principal, but his compensatory reader. He understood the alphabetic principal, but his word recognition was not accurate. This student had some general word recognition was not accurate. This student had some general phonological and orthographic skills, but they were not developed enough phonological and orthographic skills, but they were not developed enough to accurately name sight words and other familiar words. Because this to accurately name sight words and other familiar words. Because this student has made a lot of progress this year, Student B would now be student has made a lot of progress this year, Student B would now be considered a non-automatic reader. considered a non-automatic reader.

Reading words accurately is still very laborious and effortful. He now Reading words accurately is still very laborious and effortful. He now recognizes many sight words, but still struggles when blending unfamiliar recognizes many sight words, but still struggles when blending unfamiliar words. Due to the slowness of his reading, Student B’s comprehension words. Due to the slowness of his reading, Student B’s comprehension suffers when reading text that is on his level. suffers when reading text that is on his level.


of Reading Development of Reading Development Student CStudent C

Based on Spear-Swerling & Sternberg student C went off track in Based on Spear-Swerling & Sternberg student C went off track in reading at the stage of phonetic-cue word recognition stage. Student C reading at the stage of phonetic-cue word recognition stage. Student C is able to recognize words by there beginning and ending sound but is able to recognize words by there beginning and ending sound but many times cannot fully decode the word. Student C does not fully many times cannot fully decode the word. Student C does not fully understand the orthographic rules that govern words. Student C relied understand the orthographic rules that govern words. Student C relied on context for word recognition. The teacher spent this year in word on context for word recognition. The teacher spent this year in word study activities to facilitate understanding of the orthographic rules of study activities to facilitate understanding of the orthographic rules of words. However, student c was not able to progress and therefore is words. However, student c was not able to progress and therefore is considered to be in the compensatory stage of reading development. considered to be in the compensatory stage of reading development. According to Spear-Swerling & Sternberg the compensatory phase of According to Spear-Swerling & Sternberg the compensatory phase of reading acquisition can be identified by students using sight-word reading acquisition can be identified by students using sight-word knowledge and or contextual skills. knowledge and or contextual skills.

Student c understands some phonological information in word Student c understands some phonological information in word recognition but relies heavily on context and on words that have been recognition but relies heavily on context and on words that have been memorized (sight-words). As student C’s 3rd grade year progressed it memorized (sight-words). As student C’s 3rd grade year progressed it was apparent that he was in the compensatory phase because his was apparent that he was in the compensatory phase because his compensations did begin to hinder his reading comprehension skills. In compensations did begin to hinder his reading comprehension skills. In turn this will affect his ability to figure out word using context.turn this will affect his ability to figure out word using context.

case study presentation created by: angie keaton wendy locklear kristin wahl

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