Artifact # 2
Artifact 2: Two case studies from RE5715.
Male, 6th grade, age 12
Summary of Student's Performance
Female, 4th grade, age 10
Summary of Student's Performance
Context: These case studies originated from Dr. Robert Schlagal's course Reading Assessment and Correction. Students were asked to administer and interpret two diagnostic reading assessments in order to determine each child's independent, instructional and frustration reading levels. Additionally this battery provided evaluative information relative to each child's sight word recognition, decoding skills, oral and silent reading accuracy and comprehension as well as their spelling ability. With careful analysis, an appropriate and effective plan of remediation could be devised.
These students are reflective of the older dyslexic students with whom I am privileged to work with. While they have both have language-based processing issues, they are incredibly intuitive, bright and imaginative. Despite their challenges, they have persevering spirits and have come to seize upon knowledge with a passion. With appropriate strategies and understanding, they have come to perceive of language as a 'partner.' These young people are filled with ingenuity and promise!
Alignment: C. Research: The candidate uses research to examine and improve instructional effectiveness and student achievement. Not only does this battery of assessments provide important evaluative information, but it provides a wholistic snapshot of a student's language-based skill base and learning needs. A formalized Word Recognition Inventory, Spelling Inventory and Individualized Reading Inventory are administered three times a year to monitor the effectiveness of remediation and planning going forward. Relative to action research, diagnostic notes are kept daily and provide a clear record of progress
Alignment: D. Content Knowledge: The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
Writing an in-depth summary allows a teacher to analyze and articulates relationships between the assessment findings and current practice as appropriate to remediation. These findings are supported by current theories and trends in reading such as the findings of The National Reading Reading Panel Report released in 1999.