fluency strategies

For each case scenario, write a separate 250 word analysis that:

1. States the academic goal for the case study student.
2. Identifies an approach to build fluency skills for reading based on the needs of the student in the case study.
3. Describes how you would implement the approach, including the number of sessions and length of time required for the sessions.
4. Justifies why that approach is beneficial for the student and provides a rationale for the amount of sessions and time needed for the activities.

Support your decisions for each case study with at least one scholarly resource

Case Scenario #1

Student: Mary

Age: 8.6

Grade: 3^rd

Mary is a third grader at a small private school. It is the beginning of the second semester of the school year and Mary is still having difficulty with decoding multi-syllable words but also so are many of her classmates. The students are struggling with an important reading skill that will be assessed at the end of the school year and will be important for success in the following years. Mr. Bounds, Mary’s teacher, has decided to implement strategies each day that will assist all of his students, Mary included, in reaching the following goal:

Given multi-syllable words, students will decode them accurately and with ease.

Case Scenario #2

Student: Emma

Age: 8.4

Grade: 3^rd

Emma is a shy third grader who is struggling in all academic subjects that require significant reading. Emma is able to read all sight words and decode most of the multi-syllable words she encounters. However, Emma’s fluency is not at the level of most third graders and might be because Emma has a low self-concept. Emma reads aloud very softly and slowly, often waiting to speak a word until she can pronounce it correctly. Because Mr. Haywood believes that Emma has the needed skills to improve her fluency he has decided to implement strategies that will help Emma reach her goal, which is:

Given reading passages at the fifth-grade level, Emma will read fluently.

Case Scenario #3

Student: Daniel

Age: 8.8

Grade: 3^rd

Daniel is a quiet third grader who is naturally organized and thrives on structure. Daniel’s mother reports that he tends to be focused on tasks, even in play. He is diligent with academic tasks. When reading aloud in class, Daniel is able to read all sight words and decode most multi-syllable words he encounters. However, Daniel’s fluency is not at the level of most third graders. He is a word-by-word reader and does not read with proper tone or expression, but has the skills needed to become a fluent, expressive reader. She has decided to implement strategies that will help him reach his goal, which is:

• Given readings at the fourth-grade level, Daniel will read fluently.

Adapted from:

Paulsen, K. & the IRIS Center. (2004). Fluency and word identification: Grades 3-5.

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf

 

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