1. Case Study Final Report
By: Amanda Carlisle
EDU 335
April 23, 2013

2. Introductory Information
MY TUTEE
13 year old male
7th grade student
Columbia Middle School
He has been struggling with his studies for the past two years; does not receive any special educational services currently
He has been identified as having ADHD
INTERVIEW INFORMATION
Doesn’t like to read or write
Prefers graphic novels
Decides if a book is too hard/easy by reading the back of the book if it is boring it is too hard, if it is interesting it is easy.
Puts off reading as much as possible
If he doesn’t know how to pronounce words or there meanings he guesses
He doesn’t read for fun he reads because he has too!
Doesn’t want to become a better reader because “there is really no point, I just don’t like it!”

3. Assessment Data & Interventions
Assessments Used: ARI (Analytical Reading Inventory)
Word List Form A
Was able to read all 6 levels without much difficulty
Used the words in a sentence properly
Was able to decode most words he was uncertain about.
On Level 3 he was able to sound out “arithmetic” after we completed the word list but did not know what it meant.

4. Assessment Data Continued
Science Level 5: Worms: Parasites & Scavengers
6 miscues 2 omissions, 2 insertions, and 2 substitutions
Retell was good but lacking some details
Felt confident because he had prior knowledge about worms
He was not using any self-monitoring
He was reading through the passage as quick as he could
The passage ended up being in his instructional level for both word recognition and comprehension.
Science Level 6: Disease Microbes & Antibodies
Had no prior knowledge
6 miscues, 1 omission, 4 substitutions, and 1 repetition
Again no checking for understanding
Comprehension & retell were both lacking.
This passage was in his instructional level for word recognition but at frustration level for comprehension.

5. Assessments & Data Continued
Narrative Text, Level 7: Turning Himself In
Had extensive prior knowledge, had read the book with his class this year
Independent Level for Word Recognition & Comprehension
6 miscues = 1 omission, 4 substitutions and 1 repetition
His retell, and comprehension levels were excellent
Writing Sample
He was reluctant to write for me
His sample was very brief and lacked details

6. Interventions Implemented
Vocabulary building
While reading we identified words he did not know creating a personal dictionary
Matching game of his own vocabulary words he had identified
Writing
Building more details into his writing
Using and identification of transition words
Created a writing folder for him to use
Monitoring for understanding
Slowing down when he was reading
Rereading sentences he did not understand or that did not sound correct
Retelling events from what we had read at a previous session and also at the end of our sessions. Making sure we answered the 5 W’s (who, what, when, where, and why)

7. Post Intervention Assessment
Assessments Used: ARI (Analytical Reading Inventory)
Word List Form B
Was able to read all 6 levels without much difficulty
Used the words in a sentence properly
Read the word “cease” but was unable to define or use it in a sentence properly.

8. Post Intervention Assessment
Social Studies, Level 6: The First Gas Mask
Instructional level for Word Recognition and Comprehension
Had 5 miscues mainly omissions and substitutions and 1 self- correction
Read at a slower pace, when trying to decode a word he read word to word
Narrative Passage Form B, Level 7: Dating a Loner
Instructional Level (Level 6 Narrative he was Independent in Word Recognition & Instructional in Comprehension)
11 miscues with 3 self-corrections
3 miscues were repeating, and 3 were substitutions
He slowed down and was making self-corrections
Retell and Comprehension was better than in his first assessment

9. Post Intervention Assessments
Writing Sample
Began by asking how long it had to be.
Spells unknown words phonetically using invented spelling
Writing lacks details of the event
Still brief.
Not as structured as his first sample

10. Post Intervention Assessment
Interview
Likes to read stories that involve rebels who don’t follow the rules.
When choosing a book he reads the back cover and first page to see if there are more than 5 words that he doesn’t know if there are the book is too hard for him.
Still delays reading as long as possible.
Still guesses at words he doesn’t know how to pronounce or the meaning of and keeps going.
When asked what he does well when reading: he now says he re- reads what he doesn’t understand to figure out where he messed up at.
He doesn’t want to do anything to become a better reader because he will be able to read a contract and that’s all he will really need to do in life.
He feels annoyed when reading, unless it is a good book that is fun to read.

11. Reflection: Evaluation of Tutoring Experience:
It was an enjoyable experience working with this student. He was always worked hard for me and was able to build some reading skills.
The ARI assessment helped to identify his strengths of decoding and his weaknesses in vocabulary and comprehension.
It is reassuring to see gains in what he is learning and implementing from our time together.
He still has a negative attitude toward reading. I would like for him to find something that he really enjoys reading to help build a positive attitude toward reading.

12. Suggestions for Future Work
Continue to work on building vocabulary in both narrative and content area texts
Continue to work on developing his writing skills by adding to his writing folder so he can use that when he is writing for his classes.
Implement some strategies for building comprehension and retaining pertinent information from texts
Continue to encourage reading