CASE STUDY OF

A SECOND GRADE READER

Submitted by:

PAZ L. TENORIO
M.A. Psychology Student
 Abstract

Grant is a strong second grade reader who has severe test-anxiety. Grant reads at a good

level, however, his recall abilities are weak. I performed a series of assessments to narrow-

in on Grant’s comprehension, reading motivation, and phonics. I have observed Grant since

2019 and have met with his mother and father on his test-taking abilities. We all agree that

Grant allows his anxiety to interfere with his learning. We have taken careful steps to help

him recover from his anxiety by allowing him to carry a stress ball and giving him safety

time-outs when he is feeling overwhelmed.

A Case Study of a Second Grade Reader

Grant is a seven-year old white male who began the 2018-2019 school year as an

advanced reader. I decided to have Grant as a case study because of his academic slip.

Grant began to slip in comprehension and test-taking skills dramatically in 2019. My co-

teachers and I decided together that we should move him to a lower reading group. Denver

County Elementary is a platoon school and after discussion with his Math and Science

teachers, we also decided to switch his literacy class to the afternoon and his other class to

the morning because of the different classroom structures. Grant switches to literacy after

lunch. All of his teachers, including me, decided that literacy in the afternoon would give

him the atmosphere to focus and settle into a quiet independent atmosphere.

Body

Grant was a member of my advanced reading group from September 2019 until January

2020. I was able to spend a lot of small group instruction and observation time with Grant

before I chose him for my new case study. Grant showed little interest in answering

comprehension questions during small group discussions. I assessed his attitude and I

developed two reasons: (1) lack of interest or (2) unable to process an answer. This worried

me because Grant and I formed a positive rapport where he typically showed enthusiasm

toward learning and his attitude during guided reading did not parallel.

I discussed my thoughts with my mentor teacher and we made the decision to lower

his guided reading group after a Partially Proficient score on his Assessment in December

2019. Grant had just scored a 92% accuracy rating on a warm read of a fiction book,
however, he had severe recall issues about what he had just read. We moved Grant from a

reading group to a higher level.

I decided to begin assessing Grant using the reading attitude survey, it was

necessary to understand his attitude toward reading at this point. I also completed an

interest inventory through a one-on-one interview, this told me more about his family life,

hobbies, and interests. My next step was conducting an awareness assessment for rhyme

choice, rhyme supply, onset and rime, phoneme blending, short-vowel patterns, blends and

diagraphs, combinations with distractors, and “r” controlled vowels with distractors. At

this point, I wanted to eliminate anything he was successful at and narrow in on his

inabilities. I wanted to begin to understand why he could read well but could not or would

not retell or recall what he had just read.

I began to study Grant’s data completed by my co-teacher and the literacy

paraprofessional. Grant had mastered the Sight Word Lists 1-22 by November 16, 2019.

Grant’s Literacy score for February 2019 showed him at below early level. It suggested

that Grant is rushing through the assessment. My mentor and I began speaking to Grant

about the importance of these assessments and how he must try his best. At this point, Grant

can read but he is unsuccessful at making connections or inferences from the text he reads

and unsuccessful at answering retell, implicit, and explicit comprehension questions.

Analysis

Grant’s score is 52. Grant is indifferent about reading. He may feel that reading is

something that you do in school to learn but there are better things to do outside of school.

Grant answered 63% of the Recreational Reading questions favorably and he answered
67% of the Academic Reading questions favorably. There is little difference in his attitude

toward reading as compared to his composite score, the scores lean toward an indifferent

attitude.

Interest Inventory

Grant’s family is supportive and they love sports. Grant has an older and younger

brother; his parents are married. Grant has chores to complete around the house and wants

to be a vet or a police officer when he grows up. Grant is not permitted to watch TV every

day and he completes his 20 minutes of reading every day for homework. Grant enjoys

math, art, drama, and recess the most at school. When asked what makes a good reader,

Grant responded, “Reading a lot. You can learn about a lot of stuff.” When asked what

causes a person to not be a good reader, Grant responded, “If they don’t read. If they only

read one page.”

Phonemic Awareness Assessments

Grant needs to review /s/ and /qu/ blends with a short vowel /i/ and long vowel /i/

every day. Grant needs to review /ow/, /oa/, and /igh/ every day. Grant needs to review

combinations every day. He is strong in identifying short vowels, Grant needs to review

/ir/ and /or/ controlled /r/ vowels every day.

Grant’s overall strengths is reading to read and identifying short vowels quickly and

accurately. Grant is strong identifying vowel combinations, he needs more exposure to his

/ow/, /oa/, and /igh/. Grant’s weakness is identifying short vowels compared to long vowels

/ combinations. He needs to practice every day. For example, flash cards that say /not/ and

/note/; /bit/ and /bite/; /hug/ and /huge/. He needs to understand the magic /e/ and quickly

identify the difference in short and long vowel sounds for meaning.
 On a final note, I noticed that Grant will recall information from a moving image

and answer more thoroughly than from a written text. I noticed that Grant had answered

questions more thoroughly when we watched a Sneetches video, rather than reading the

book by Dr. Seuss. This was a red flag for reading comprehension, so this is where my

focus will be for my Plan of Instruction.

Plan of Instruction

Grant began attending after school tutoring sessions for phonics. The tutoring

sessions are 45 minutes on Mondays and Wednesdays and focus on vowel combinations,

blends and diagraphs. Tutoring will last for eight weeks and ends March 22. Grant will also

work one-on-one with me on test taking skills, continued phonics as mentioned above, and

reading comprehension to write responses to reading. I will include all of the above while

tutoring Grant but will allow more time for comprehension and writing strategies.

Comprehension Strategies

Week One: Know, Want, Source, Learn

I will introduce Grant to organizing his thoughts before reading using a graphic

organizer with three columns. He will fill out the graphic organizer while reading an

informational text. He will begin with what he knows, what he wants to know, and what

he learned.

After he understands the K-W-L graphic organizer, I will add another column, the

source. This will help him understand that knowing where you learned something is

important. This will include text evidence.

Grant will use an Alphabet Brainstorm graphic organizer to organize what he

knows about an informational text. He will write one-word responses alphabetically to

organize his thoughts. This is a Before-Reading strategy to help with comprehension. Grant

will add to his Alphabet Brainstorm graphic organizer while he reads an informational text.

This will help him organize and notice the things that he is learning from the text. He will

then use the Alphabet Brainstorm graphic organizer to recall the informational text orally

and in writing. He will answer implicitly and explicitly a series of questions that are at the

(1) Factual Level, (2) Interpretive Level, (3) Applicative Level, and (4) Transactive Level.

This will help Grant with his levels of comprehension and it will help me notice particular

areas of strengths and weaknesses.

Week Three: Real-Life Application of Text

Text to Self, Text to Text, and Text to World

Grant will begin making connections to informational texts by making connections

to his own experiences and then applying what he has learned to how it may connect to

other people. Making connections with the text will help Grant with his recall issues and

increase his comprehension of the texts.

Grant will understand that making connections to two similar texts is an important

strategy, especially when writing an opinion essay. I will show him techniques that will

help him organize his thoughts about two different texts and help him compare and

contrast those ideas.

Week Four: Recalling More In-Depth from a Text

Grant will begin using all of the above graphic organizers to answering Who,

What, When, Why, and How. He will answer the questions orally for day one. He will

then be given prompts to answer the same questions in writing.

Writing Strategies: Persuasion/Opinion Writing

Week One:

Web Organizer: Position/Opinion, Reason 1, Reason 2, Conclusion

Grant will use a graphic organizer to organize his writing. I will begin with precise

direction and thorough explanations on the importance of staying organized as a writer. He

will have a visual graphic organizer to help him structure a four-paragraph opinion piece.

The goal is to ensure that he is not repeating himself and to have his writing make sense to

the reader. He will read aloud his writing to ensure that it has flow and if it sounds correct

orally.
Week Two:

Organizing and Editing Writing:

We will go over editing techniques. One of Grant’s weaknesses is he will spell a

product name correctly once and misspell it throughout the rest of his writing piece. I will

stress strategies for him to improve his indentation, capitalization, and punctuation. He will

also learn that every good essay has an introduction, body, and conclusion and how

important it is to have all three parts included and identified through indentation for

assessments and class work.

Week Three:

Revising Writing using a rubric: Self Assessment for tests

Grant will learn how to self-assess his writing. He will understand how important,

difficult, and timely this can be. I will stress the importance between a draft and a published

copy of writing. He will understand that is all right to read his work more than twice to

make corrections. I will also teach him that it is all right to move onto another area of

learning and go back to check his writing later.

Week Four:

Spelling Patterns

Grant and I will go over how to spell other words by using words he already knows.

This will be a process of rhyming and making sense of the words. I will give him easy,

mid, to tricky words and work with him one-on-one on phonic strategies to help him

properly spell the word.

Grant is a vibrant second grader who is willing to learn new things. He enjoys one-

on-one instruction because he tends to have issues with anxiety and perfectionism. His

father has mentioned that he is methodical and his mother has always been a weak test-

taker, so I will take these two characteristics seriously as I spend more time with Grant. I

hope for Grant to master how to answer questions that relate to a text, how to recall

important ideas from a text, and how to organize thoughts into a structured writing piece

while stressing strategies that will help him spell, capitalize, and punctuate appropriately.

I think Grant’s weaknesses stem from his anxiety and his struggle for perfection, so I want

him to feel confident and safe during his tutoring sessions and iterate that he is not learning

to be perfect, he is learning to improve.