Reading Plan Case Study

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Grand Canyon University *

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English

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Feb 20, 2024

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1 Reading Plan Case Study Stephanie Castillo Grand Canyon University: SPD 481-0501 July 10, 2022

2 PART ONE: Metacognition is when someone has the to think about their thoughts and acknowledge their thought process ( Metacognition, 2019). Metacognition is used within the classroom, by allowing students to reflect on their learning and going deeper into their knowledge of materials being taught ( Metacognition, 2019). The benefit of metacognition is having students become self- aware of their learning, and what they need to do for themselves to progress within their learning, it gives students a sense of control over learning and how they learn ( Metacognition, 2019). Audio-Assisted reading is where students can work either individually or within a small group, where students read along with a recording of a short story or passage from a text (Reading Rockets, 2013). By using this it can benefit students especially when it comes to fluency because they are reading and listening to a reader who is providing examples of expression and how to read with fluency (Reading Rockets, 2013). Another benefit to using this method is students can also gain skills in compression and sight word recognition (Reading Rockets, 2013). Model-Lead-Test is a strategy used within the classroom that helps keeps students engaged and encourages students reaching goals ( Model-Lead-Test Direct Instruction Approach, n.d). This strategy is modeling, meaning the teachers shows the students, lead meaning the student and teacher do it together and test is where students do a task or show the targeted skill on their own ( Model-Lead-Test Direct Instruction Approach, n.d). The benefits of this strategy is that the student is provided visual instruction and direction, they are able to do the task alongside the teacher or aide and finally students can show what they have learned, and if need teachers

3 can use this to help adjust their approach to help the students accomplish goals, and complete tasks. PART TWO: Christopher is an 11-year-old young boy who is in the sixth grade. He has just moved with both his parents and an older sibling who is in high school. Christopher is active and enjoys playing basketball. Christopher also enjoys school very much; his best subjects seem to be science and social studies. Christopher struggles with language arts. He is currently reading 85 words per minute, his reading comprehension from read aloud are at a 5 th grade level and his reading comprehension for independent reading is at a 4 th grade level. Christopher has also shown difficulty in decoding new words. Being hands on and having read aloud seems works best for Christopher when completing assignments. Christopher typically has a positive attitude but recently he has become discouraged with his reading and his father has mentioned he noticed the difference in his attitude and is willing to help any way he can. Three academic goals for Christopher will be: Christopher will read 110 words per minuet with 80% accuracy, Christopher will be able to identify and summarize important details of a story from independent reading with 80% accuracy, Christopher will be able to decode unfamiliar words by matching the letters to sounds with 80% accuracy. These three goals are to help Christopher become more fluent with his independent reading and to allow him to be more accurate when listening to a reading. The strategies used to accomplish these three goals will be model-lead-test, pre-teaching vocabulary/sight words and allowing Christopher to choose readings based on his interest. Model-lead-test will be used during small group activity, pre-teaching vocabulary/sight words

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4 will be done as a whole and will be reviewed during small group. Independent reading is when Christopher will have the ability to choose a reading of his interest. Pre-teaching vocabulary/sight words as a whole and reviewing the word within the small group can help elevate stress and encourage students like Christopher to feel confident when they are being introduced to words prior to reading them for the first time within the text and will encourage fluency within reading (Cicerchia, n.d). Another strategy used will be breaking words up into parts, having Christopher taking a word he is unfamiliar with and breaking it down starting with the letters and sounds and having him blend the sounds together to form a word (Holtermann, 2021). An activity that Christopher can do at home with his family is reading aloud a book of his interest. His father showed interest and was very vocal about doing anything to help his son. Christopher and his father can read together at home, reading can be anything that sparks Christophers interest. What they should do while reading together is take turns, Christophers father should read first and then Christopher will reread what his father read, this way his father is modeling how is should be read with expression and the pronunciation of words. They can also take turns have Christophers father read and then Christopher will read the next paragraph, while reading Christophers father will help and guide Christopher using words of encouragement to keep going. Christopher will be assessed weekly for one month to see progress, he will be assessed by having Christopher read aloud and then discuss what he has read, as well as listen to a reading and discuss the reading. If by the end of the week there is no improvement, then instruction will be adjusted, if improvement is being made, assessments will then be done bi-weekly over the

5 course of three months. At this point, Christopher should be close to reaching goals, if he is not instruction will be continued to be adjusted to help him accomplish all goals. I personally will demonstrate compassion and care by sharing my struggles with reading around his age growing up. I will use words of encouragement and praise when he has accomplished something within the class, that is working towards his goal. As educators we should always be encouraging our students to keep their heads up and putting their best foot forward. It is our jobs to give them not only the tools to learn but the power and build their self- confidence to want to learn and grow within their academic careers. By doing that we have to show them to never give up, if they are struggling, let them know it is ok and we can work on it together, to take a break if needed when they become frustrated but remind them, we all make mistakes and practice makes perfect and most importantly to never give up.

6 References Cicerchia, M. (n.d.). 10 Fluency strategies for struggling readers . Touch-Type Read and Spell (TTRS). Retrieved July 9, 2022, from https://www.readandspell.com/us/fluency- strategies-for-struggling-readers Holtermann, C. (2021, October 27). 6 Strategies for Tackling Unfamiliar Words, Suggested by Students. The New York Times . https://www.nytimes.com/2021/10/27/learning/6- strategies-for-tackling-unfamiliar-words-suggested-by-students.html Metacognition . (2019, April 22). Columbia CTL. https://ctl.columbia.edu/resources-and- technology/resources/metacognition/ Model-Lead-Test Direct Instruction Approach . (n.d.). Www.attainmentcompany.com. Retrieved July 9, 2022, from https://www.attainmentcompany.com/articles/model-lead-test-direct- instruction-approach Reading Rockets. (2013, March 20). Audio-Assisted Reading | Classroom Strategy | Reading Rockets . Reading Rockets. https://www.readingrockets.org/strategies/audio_assisted_reading

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Reading Plan Case Study

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