English Strategies: A Case Study

Based on student’s identified weaknesses, which students will benefit the most from the FISH strategy?

Students who are identified as a struggling reader often times find decoding words the most difficult. According to Cooper, “a struggling reader is any student who is having difficulty learning to read” (2009). Reading does not come easy to every student. According to Aims Webb, there are four measures that take into consideration when deciding if a student has difficulty reading. “The four areas are: letter naming fluency, letter sound fluency, phoneme segmentation fluency, and nonsense word fluency” (PEARSON, 2014). Students who struggle with one of these areas will benefit from the use of the FISH strategy.

Children learn in different ways and sometimes pick up on things easier than others. “If a child is having difficulty learning to read, then educators must step up to provide more intense instruction to help the child learn, according to Shella Pressly (2013). This is when the Response to Intervention (RtI) comes into place. RtI is a three tiered instruction of academic intervention to provide assistance to children who have difficulty learning. According to Sharon Zanke, “When a student has received Tier I and Tier II support and the teachers find that sufficient progress is not being made, a plan must be created to
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The students are unsure of what the letter he or she is reading, so it becomes difficult to decode words. When students are learning to read, he or she may reverse letters of the alphabet for other letters. Some common reversals are b/d and p/q. The students will try to sound out the word using the reverse letter and have difficulty making sense of the word. The FISH strategy allows the reader to find the rime first and then hook the onset onto the rest of the word. This way the reader is not trying to sound out the word from the

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