2 Personal Information Rachel is: 16 years old In 10th grade From Silver Spring, MDA native Washingtonian (born and raised in the metro region)
3 Education Woodlawn Elementary from K-3rd grade (public) Lowe from 4th-6th grade (private K-6)Felds School from 7th-10th grade currently (private 7-12)
4 Language Learning Self-Assessment Rachel rated her Spanish literacy skills (speaking, listening, reading and writing) at the novice levelReported difficulty learning Spanish. Specifically, she struggles to remember concepts she learns in classDislikes rating her abilities
5 Parent’s Educational Background Father has Ph.D. in EconomicsMother has M.B.A in International Relations and (DPH) Physical TherapyBoth studied foreign languages in schoolEnglish is the primary language spoken in their home
6 Learning ProfileReading problems evident since 1st grade (received tutoring)Educational Assessment conducted per request by director of Lowe elementary in spring 2001 reported:1. Rachel struggles with phonetic analysis and visualprocessing2. Sometimes she transposes left-right order ofletters and at times inserts lettersinappropriately. For example, she readinspiration for interpretation3. Has a tendency to “burn out” quicklyAccommodation granted: extended time on exams
7 Spanish Language Background Began studying Spanish in 4th grade at Lowe - after school program 1-2 hrs./weekStarted with Spanish I at Felds in 7th grade and just completed Spanish IV
8 Reasons for Studying Spanish Her parents wanted her to take a language classTo meet the requirements for applying to collegeTo learn about a different cultureTo interact with and be of service to the growing Latino population in the U.S.
9 Goals To communicate with other Spanish speakers proficiently To practice Spanish skills in Panama during 3-week service learning trip this summer
10 Learning Strategies Rachel identifies herself as an auditory learner She prefers material in the textbook explained orally. When reading a passage, she understands best when asked to summarize and discuss it aloud
11 Case Study Procedures June 8, 2006: Felds School, Washington, DC K.and B. interviewed Rachel,[R], completed profileR received reading sample (from Spanish textbook) and briefly looked it overR read it aloudR read it silentlyK. asked R to recall article details, R responded in EnglishReading sample was taken away; B. asked comprehension questions in English; R responded in English
12 Miscue Analysis Decoding and visual processing errors Missing a firm base in phonetic analysis, uses made up words (Nacimanito, festigo)Guessed at words by general configuration (gatos, tradujieron, donda)Transposed the left-right order of lettersInserts/omits letters (trajen, famlia, gatos, español)Failure to stop or pause after commas and periods (more frequent towards the end of the article)
13 Article Recall Rachel recalled much of the article Identified most main pointsOmitted minor details
14 RecommendationsHelp develop a sight vocabulary of root words, prefixes and suffixes (flash cards, repetitious activities)Teach word attack skills – common prefixes and suffixes (ción, miento, mente)Incorporate the find/apply patterns learning strategy when working with word attack skillsTeach the monitoring learning strategyTeach rhythm and spacing (books on tape, voice recordings, movies)
15 Additional Recommendations Student should continue to point to syllables and words as she reads to help her recognize omissions, additions, substitutions and reversalsStudent should continue summarizing after paragraphs when she readsContinue to have her work on evaluation (task and self evaluation)Student should practice self-talk strategy to build self efficacyTeacher should vary activities; provide small group/individual instruction
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