Arielle case study assessment analysis
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School
University of Louisiana, Lafayette *
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Course
301
Subject
English
Date
May 1, 2024
Type
Pages
3
Uploaded by aotill24 on coursehero.com
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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