Arielle case study assessment analysis

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University of Louisiana, Lafayette *

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301

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English

Date

May 1, 2024

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pdf

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3

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Arielle Tillery Ltcy 301-003 3/10/2024 Case study analysis I. Description of the knowledge your learner has as a reader and writer relative to knowledge about 5 components of literacy and writing The first assessment I administered was the Elementary Reading Attitude Survey (McKenna & Kear, 1990). The Reading Attitude Survey is used to assess a student’s attitude on recreational and academic reading. I chose this assessment because my focal child loves to read books, but I wanted to get a better understanding of her preferences for reading whether it is recreational or academic. The way this assessment is conducted is by describing the mood of the four Garfields presented. Next, the student will be instructed to tell me which Garfield represented their feelings the best for each scenario given. Naomi’s answers were mostly positive, except for when it came to reading out loud, reading instead of playing, or reading worksheets. I explained the purpose of the assessment before we started, so I believe that Naomi was answering as truthfully as she can. When talking to Naomi, I knew that she loved reading at home and at school, so I predicted positive results. The Garfield pictures were used to determine the scores. The raw scores were used to find which percentile rank Naomi would be in compared to the national sample that was taken in 1989 (McKenna & Kear, 1990). Naomi’s ranking for recreational reading was 52, and the results for academic reading was 75. The full scale result was 66. I was able to conclude from these results that any reading used during a lesson would be very engaging for Naomi.
The second assessment I administered was the Yopp-Singer Test of Phoneme Segmentation (Yopp, 1995). This test is designed to measure a child’s ability to separately articulate the sounds of a spoken word in order. This test consists of a list of words selected for inclusion of word familiarity. Students are instructed to listen to the word said and break it apart, telling me each sound in the word in order. When the teacher first assigned Naomi to me, she told me that Naomi was reading below her level but is now on the level she is supposed to be on. I chose this test to see how well she does with sounding out certain words. Naomi scored an 18 out of 22 total points on this assessment, meaning that she only messed up on 4 words. I noticed that as she was reading, she followed each letter with her finger as she sounded it out. I also noticed that for words such as “sat” and “that” she pronounced the a sound as /ae/ instead of /a/. The third assessment administered was the Alphabet Knowledge Assessment (Lakeshore). I chose this assessment because of her being below level in reading at first, I wanted to see if she would be able to identify, recognize, and write her letters. During this assessment, I realized Naomi was exactly where she needed to be for her grade level. Naomi knew all 26 letters, whether it was a capital letter or a lowercase letter. For the written portion of this assessment, Naomi wrote 26 out of the 26 letters correctly. The only thing I noticed is that when you tell her to write a capital H, she writes it lowercase. The last assessment I chose was the Marie Clay’s Writing Vocabulary Observation Task (Clay). A writing sample can be used to analyze what writing knowledge a child may have. They can also be used to see a child’s strengths and where they may need more instruction. In this assessment, Naomi was instructed to write as many words as she can think of starting with her name. Within this time, she was able to write 13 words correctly. Since she is 7, she was given a raw score of 13 and a standing score of 2. The standing score is used to compare how well
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