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Case Study Presentation: Rachel
Karen Andrews
Bruna Genovese
Ruth Sysak
Personal Information
Rachel is: 16 years oldIn 10th gradeFrom Silver Spring, MDA native Washingtonian (born and raised in the metro region)
Education
Woodlin Elementary from K-3rd grade (public)
Lowell from 4th-6th grade (private K-6)
Field School from 7th-10th grade currently (private 7-12)
Language Learning Self-Assessment
Rachel rated her Spanish literacy skills (speaking, listening, reading and writing) at the novice level
Reported difficulty learning Spanish. Specifically, she struggles to remember concepts she learns in class
Dislikes rating her abilities
Parent’s Educational Background
Father has Ph.D. in EconomicsMother has M.B.A in International Relations and (DPH) Physical TherapyBoth studied foreign languages in school English is the primary language spoken in their home
Learning Profile
Reading problems evident since 1st grade (received tutoring)Educational Assessment conducted per request by director of Lowell elementary in spring 2001 reported:
1. Rachel struggles with phonetic analysis and visual
processing 2. Sometimes she transposes left-right order of
letters and at times inserts letters inappropriately. For example, she read inspiration for interpretation 3. Has a tendency to “burn out” quickly
Accommodation granted: extended time on exams
Spanish Language Background
Began studying Spanish in 4th grade at Lowell - after school program 1-2 hrs./week
Started with Spanish I at Field in 7th grade and just completed Spanish IV
Reasons for Studying Spanish
1. Her parents wanted her to take a language class
2. To meet the requirements for applying to college
3. To learn about a different culture4. To interact with and be of service to
the growing Latino population in the U.S.
Goals
To communicate with other Spanish speakers proficiently
To practice Spanish skills in Panama during 3-week service learning trip this summer
Learning Strategies
Rachel identifies herself as an auditory learnerShe prefers material in the textbook explained orally. When reading a passage, she understands best when asked to summarize and discuss it aloud
Case Study Procedures
June 8, 2006: Field School, Washington, DC Karen and Bruna interviewed Rachel,[R], completed profile R received reading sample (from Spanish textbook) and briefly looked it over R read it aloudR read it silently Karen asked R to recall article details, R responded in EnglishReading sample was taken away; Bruna asked comprehension questions in English; R responded in English
Miscue Analysis
Decoding and visual processing errors Missing a firm base in phonetic analysis, uses made up words (Nacimanito, festigo)Guessed at words by general configuration (gatos, tradujieron, donda)Transposed the left-right order of letters Inserts/omits letters (trajen, famlia, gatos, español)Failure to stop or pause after commas and periods (more frequent towards the end of the article)
Article Recall
Rachel recalled much of the article
Identified most main points
Omitted minor details
Recommendations
Help develop a sight vocabulary of root words, prefixes and suffixes (flash cards, repetitious activities)Teach word attack skills – common prefixes and suffixes (ción, miento, mente)Incorporate the find/apply patterns learning strategy when working with word attack skillsTeach the monitoring learning strategyTeach rhythm and spacing (books on tape, voice recordings, movies) www.readplease.com
Additional Recommendations
Student should continue to point to syllables and words as she reads to help her recognize omissions, additions, substitutions and reversalsStudent should continue summarizing after paragraphs when she readsContinue to have her work on evaluation (task and self evaluation) Student should practice self-talk strategy to build self efficacy Teacher should vary activities; provide small group/individual instruction