Damey N's Case Study

I have worked with a student named Damey’n. Damey’n is eight years old and a second grader at Pullen Elementary School. He is a struggling reader. The purpose of this case study is to work with a student on their reading and assess their reading ability. It allows me to become a better educator and more knowledge about how to assess students and strategies to help them after being assessed.
Literacy Interest/Attitudes
Damey’n is not a motivated reader and lacks confidence in reading. When I interviewed Damey’n for the first time, I asked him if he liked reading. He told me that he did not reading at all and that he believed he was a bad reader. He also said he didn’t read much at home and tried to get out of reading during school. I would
It is only due to missing two sounds in when identifying the sounds of the consonants. He may need a quick review for this section.
Damey’n’s reading and decoding skills were considered strategic as well, but he was on the bubble between strategic and intensive. He should be carefully looked at and reassessed to make sure he is not falling behind.
The two strategies that I would recommend to improve Damey’n’s phonics skills would be decoding through analogy and word sorts. Decoding through analogy will allow him to use known words to pronounce new words. Word sorts will help Damey’n visually and mentally categorize what words and sound patterns are similar. These both will increase his phonics skills by exposure and patterns.
Oral Reading Accuracy and Fluency Damey’n’s oral reading total accuracy reached independent level at the primer level, which is not his grade level of 2nd grade. On his QRI assessment, the level two passage he read, which correlates with second grade, was actually his frustrational level. This goes to show that Damey’n is between by at least a year in his oral reading. He made a total of 21 miscues on the level two passage; this is in the frustrational range of
This will allow him to read refrains over and over again to help him better recognize words. Do this only for a limited amount of time to make sure he is not just memorizing the words. To improve Damey’n’s fluency, I would recommend the strategy of simultaneous assisted reading. This will allow the teacher to set the pace, it will make Damey’n feel less pressure, and the teacher can help pronounce words. As the teacher participates less throughout readings, Damey’n will have an idea of the rate he should be reading at and feel more