Case Study of Tommy, a Third Grade Student
by Eleanor Welch
April 20, 1999
The teacher is concerned that, in spite of receiving intervention services, Tommy is still not reading with fluency. Reading comprehension is another concern, as is Tommys writing--in particular, his grammar and spelling. Tommys performance in the classroom is inconsistent. The teacher feels there are social-emotional issues, but generally finds Tommy to be kind, helpful, and positive. When reading text, Tommy appears to use context and other strategies to back up his phonics decoding skills. Sometimes he seems to be guessing vowel sounds almost randomly as he tries each one out. He ends up with the right word, but the process can be laborious. When his decoding skill are more automatic and require less cognitive effort, his comprehension in the classroom should improve.
Running Record of Text Reading: Tommy read a Text Level 24 with 97% accuracy and self-correcting rate of 1:3. His pace was slow and choppy. Comprehension: Tommys retelling was concise and included all pertinent information. Qualitative Spelling Inventory: (from Words Their Way, by Bear, Invernizzi, Templeton, and Johnston): Tommy is in the Within Word Pattern Stage. He is Using but confusing the patterns in that stage. His spelling were as follows: trane (train), closit (closet), case (chase), float (float), and beches (beaches). Phonics Inventory: Tommy scored perfectly in alphabet names, consonant sounds, consonant digraphs, and consonant blends. He missed several short vowel words. (For example, in the oral section, he said the vowel in bunk was o. In the reading section, he read jav as juv. He read pal as paul in the reversal section.) In both long vowel sections, vowel pairs and silent e, he read all words correctly. He will need instruction in diphthongs and vowel +r.
Before going on to word work involving long vowel spelling patterns, diphthongs, and r-controlled vowels, the teacher needs to go back and make certain that Tommys knowledge of short vowels is solid.
A 30 -minute intervention lesson might include: