Introduction of the Case Study
Disclaimer
All names used in this blog intervention case study are all fictitious in order to protect the identity of such persons.
Disclaimer
All names used in this blog intervention case study are all fictitious in order to protect the identity of such persons.
Current and past research indicate intervention programs focusing on multiple reading strategies and approaches may improve word reading and other literacy skills of at-risks students. Students classified as “at-risk” from an educational viewpoint may benefit from a low student-to-teacher ratio and the individualized learning process may ensure that these students greatly improved in school (Stringer, 2004).
The main objectives of this case study are: to provide instructional assistance and support, monitor subject’s growth as reader and writer, and apply strategies to increase fluency in both reading and writing. Diverse type of activities will be incorporated during the tutoring sessions to make the learning more meaningful and comprehensible to the subject. With this in mind, it is the belief of the teacher that she could make a difference, be a positive influence, and instill a sense of achievement and success to the subject in just a short period of time, in an individualized setting.
The Subject: Student A
Student A is nine-year old girl in second grade. She’s taller than most of her classmates, and wears eyeglasses making her scholarly looking. Her cumulative records indicate that she was retained in first grade and had obtained a very low score in the Norm Referenced Test, ITBS (Iowa Test of Basic Skills). A denial letter from the parent refusing bilingual class is filed in her Language and Proficiency Committee (LPAC) folder. Based on the information gathered from her first grade teacher, she attended after school tutoring throughout the school year and was recommended for retention and summer school intervention.
Student A has an adequate command of the English language but academically, she is reading below grade level and performs very low in other subject areas. In an informal conversation with the mother, she mentioned that she is confused and frustrated; oftentimes she doesn’t want to go to school. These remarks reminded me of how a teacher could impact a struggling student and save her from a lifetime of frustration and failure.
