Case Study Completed by: Stacy Lovas-Pie

Case Study Student- Brayleigh

Brayleigh is a 7 year old First Grader at Edgewood Primary School
Pre-assessment Data:
Letter ID:
Brayleigh was able to identify 37 out of 52 letters correctly. She was able to
correctly identify all the vowels, both upper and lower case. She confused p and q,
b and d and z for x. She also could not identify lower case l. She said it was i. She
said g for j and could not identify uppercase Q.
Word Recognition:
Brayleigh was able to recognize 9 out of 20 words from the Fry List. The
words she recognized were: a, it, and, the, is, up, to, big, and can. She was able to
read only those that she could decode. She would not try the other words.
Running Record:
Brayleigh was given a Beginning of Year Benchmark test to read. She read it
with 79% accuracy and was identified as Strategic. She self- corrected one time
with the word I. Her errors were for incorrect phrasing and omitting words.
Writing:
During the first lesson the student wrote the following sentence:
My cat is black.
She was able to sound out the words cat and is and used the Word Wall to
help her spell my and black. I helped her with the placing of her period. She knew
it went at the end but wanted to put it up in the air.
Her use of sounding out the word to spell indicates that she knows phonics.
Tutoring:
Tutoring began on October 1, 2012. She was selected based on Benchmark
scores that showed she would benefit from small group lessons. Two days a week
she was on a one on one tutoring atmosphere with me, 3 days a week she was
joined by 1 other student. We worked in a learning conducive environment in which
we could practice reading and writing.
Brayleigh has concluded 16 sessions that were 30 minutes in length and
because of her attendance issues she attended 4 sessions that were 15 minutes in

length. The lessons began with a familiar text and a running record was kept for the
new familiar text. I then identified what concept we needed to revisit and worked
with different strategies to accomplish this. We also did letter and word work every
day to help cement the concepts for Brayleigh. We also did writing work daily to
connect writing to text.
Post Assessments

Brayleigh was able to identify all 52 letters given to her.

Brayleigh was able to identify 19/20 words on the Fry List. She was not
able to read the word come.
Brayleigh was able to read her last story with 95% accuracy and able
to self -correct

Outcome Analysis
After spending a semester with Brayleigh the data that I have collected as
shown that she has made improvements in oral reading fluency, comprehension,
writing, and letter and word recognition. These improvements were noted through
careful observation and the collection of data. Both qualitative and quantative data
was collected. Each lesson was based on data collected from the previous lesson to
create the next lesson so as to address Brayleighs needs at that time.
The goal was to add two words a week to Brayleighs repertoire for reading.
To do this we used the fry Word list and Fry Fluency Phrases. We did relays with
charts, used Word Wheels to create wheels, flash cards, tongue twisters and poems.
We also used Literacy games for sight words and phrases such as uh-Oh, Beat
the Teacher and Roll Say Keep. We did lots of word work with sound chunks such
as-ay, -er, and or. We had chants and cards that we used to help create words. We
also worked on word endings such ing and-ed. We sang songs Such as Who Let
the Ing Out? and used word charts to read as we went through the verses. We
also worked on beginning digraphs such cr-, br, and all of the H Brothers; wh-, ch-,
th-, and sh-. The most effective strategy I found with this was to do a word sort
using flash cards that she would sort into the correct piles. We practiced decoding
CVC words and she mastered this process quickly so we added on CVCe words to
begin decoding. At first she struggled with this but I found some video clips on
YouTube that she liked to watch and then do the activity afterwards. This seemed to
help her.
She used prior knowledge as well as the tools provided her to help in her
writing. We also did Spelling City so she could practice not only her weekly spelling
words but also new and past sight words.

She used prior knowledge and new acquired knowledge to help increase her
fluency. We did a picture walk before we read a new book to look for clues to help
identify new words. She became very proficient at this. I started her on Raz Kids so
she would have motivation to Read at home because her attendance is not
consistent. We also set up a reward system for her to eat lunch with me if she does
read at home.
She was always good at decoding CVC words but had gotten in the habit of
decoding ALL CVC words. She stopped decoding words she knew and began to read
faster. She also began to decode CVCe words and has become proficient in that
area as well.
The area she continues to struggle with is dropping endings off of words such
as-ing and s. But with her new skills and hard work I think she will continue to
improve.