Case Study: The Mysterious Tadpole By Steven Kellogg

The following week with my case study student, I administered an informal oral comprehension assessment, by reading him the book, The Mysterious Tadpole by Steven Kellogg. I first showed him the book and asked him to identify what the title of the book was and who wrote the book. Based of the title and the illustration on the cover page, I asked my student to make a prediction based on the provided information. Considering the basics of the book that he was given, his prediction about the tadpole becoming too large was correct. Before I read the book, I did notify him that I will be asking comprehension questions at the end, this let him prepare himself to actively listen and remember what occurred during the story. Throughout the book, there …show more content…
When he is being assessed one on one, he is very motivated and cooperative and does well when there are incentives involved. I plan on continuing with using incentives to encourage him to try his best and that anything that he is struggling on, is just something he is unable to do just YET. In terms of his fluency, his rate and accuracy are significantly low compared to his ability to use expression. He is aware of punctuation, as well as how and why he must read a certain sentence with different ending punctuation. Not only does he know how to use expression when reading, but he enjoys using facial expression while stating the sentence aloud. One of the research articles I used to direct me in formulating my fluency intervention strategies stated that the ability for a student to show effective rate is directly related to their ability to fluently read. If a student is unaware of the vocabulary in the passage that they are asked to read, then their rate is significantly lower than was is expected at their grade level. My students focus his attention solely on how to decode and accurately identify words that it hinders his ability to conduct the proper reading rate with accuracy. When preintervention measures of achievement are utilized to confirm intervention strategies, it has proven to identify interventions that will most likely be successful to the student. Research shows that when the teacher effectively matches the instructional task to the phase that the student is learning, progression of what the student was struggling in, will prosper. “For example, students in the acquisition phase (slow and inaccurate) responded to modeling and error correction, but students in the fluency phase (accurate and slow) responded best to repetition and practice (Burns et