Case Study of Rosa, a Kindergarten Grade
by Laurie Armar
April 21, 1999
Rosa is a kindergartner. She is behind most of her classmates in reading readiness. She started school without any letter knowledge, but now she knows some letter sounds and some names. She can sing the ABC well. Rosa has received some one-on-one help from the teacher and from the aide. She tries to learn and participates eagerly in class. She seems to learn best by repetition and kinesthetic learning.
Rosa knows some concepts about print. She knows the front of the book. She can show where to begin reading and where to go next. She understands the return sweep. She does not have 1-to-1 correspondence, and could not point to words as I read them. She could show me the first part of the story. She knew the first word of the line, but not of the sentence. She also could not identify a question mark or a period. Rosa could not show me 1 or 2 letters, but did show me 1 or 2 words.
Rosa is below grade level, and I would like her to know all of her letter sounds and concepts about print before leaving kindergarten. Intervention for Rosa therefore might be a 30 minutes daily one-to-one intervention with a teacher aide. It might look like a lesson from Roaming around the known in Reading Recovery and could include the following each day: