Mini+Case+Study

**Introduction to [|Mini-Case Study] **

While enrolled in the Diagnosis and Evaluation in reading course, I selected a child from my second-grade classroom who was struggling and making slow progress with reading. I administered and analyzed an informal reading inventory to plan appropriate instruction for the student.

**Reflection **
 * I learned that **pre-assessment is key to early identification ** of needs of students that enter second grade. Assumptions of mastered concepts should not be made based on the reading level of students.
 * I learned that **writing is a great indicator ** of a student’s level of understanding of the sound/symbol relationships they utilize in both reading and writing.
 * I learned that it is **advantageous for the speech and language teacher and the classroom teacher to collaborate to teach reading skills. ** Each teacher has a special expertise that together can significantly increase the child’s reading development. It may be desirable to develop a school-wide action plan to provide additional interventions on phonemic awareness, as necessary, for students identified with severe articulation problems, like Sam.

Administrator Standard #1; Content Guidelines F, G