Case Study (M.

Cave) 1

Running head: CASE STUDY - M. CAVE

Literacy Profile: Mia Cave

Sarah J. Parker

Longwood University
 Case Study (M. Cave) 2

READ 670: Literacy Profile

Section II: Contextual Framework.

Contextual Contextual Factors
Areas
Community, geographic location: Powhatan County—Located in Central Piedmont
District, and between Appomattox and James Rivers. 20 miles west of Richmond.
School community population: 28,601 (2017)
Factors school population: 1400
socio-economic profile: Median Age (44.3), Median Household Income
($77,684), Poverty Rate (5.57%), Median Property Value ($254,200)
other environmental factors: tight-knit community in rural location and fast
growing. Everyone knows everybody, so communication moves quickly
through the county. Population is primarily Caucasian.
Classroom physical features: Building was built in 2003. Average classroom size
factors includes 20 students.
availability of equipment: All students have access to a chromebook
resources: Schoology/PowerSchool
extent of parent involvement: Parent involvement is encouraged. The
principal sends weekly calls and emails to parents and staff. There are always
events going on, and the principal makes a point to inform parents through
these messages. Parents have access to Schoology and PowerSchool to
monitor student progress. Parents generally are quick to reach out if there is a
concern and respond to teacher contact if they do not intiate themselves. The
PTSA is very supportive of the teachers.
classroom rules and routines: Be Safe. Be Respectful. Be Responsible.
grouping patterns, scheduling, and other classroom factors: Depends on
the students and kind of class it is. We have honors classes and general
education classes. Some of the general education classes include one teacher,
but a lot of the core classes have a collaborative teacher to support students
with disabilities. Mia is part of a group of students pursuing Applied Studies
Diploma, and her core classes consist of 3-4 students under the instruction of
a special education teacher.
Student age: 17
Characteristics gender: female
special needs: Specific Learning Disability, has an IEP
achievements/developmental levels: Struggles with Decoding, Spelling, and
Writing. Mia is reading on the 3rd grade level. All other factors are
developmentally appropriate.
skills relevant to learning goals: Comprehension
prior knowledge relevant to learning goals:
culture:
-Strong country background
- Enjoys fishing
 Case Study (M. Cave) 3

- well connected and loves access to technology to socialize, listen to music,

play games, and watch videos.
learning styles/modalities: hands on kinesthetic learning or anything
involving a computer to work self-paced.
attendance record: Over the course of the 2018-2019 school year, Mia has
had 6 absences.
disciplinary history: 0
other student factors: Mia is an 11th grade student pursuing an Applied
Studies diploma. She does not participate in SOLs or any other standardized
testing. Mia is in the JROTC program and takes Culinary Arts, and she is
very enthusiastic about those programs. Mia is very social and aims to please
other people. She gravitates towards adults she builds connections with. Mia
does not always care to stay in one location, and she likes opportunities to
take walks during class.
Instructional How do contextual characteristics of the community, classroom and
Implications students have implicated for instructional planning and assessment?
Mia gets access to a chromebook, and she works in my classroom at her own
pace using materials that are appropriate for her skillset. Topics of interest
are often used within her specialized learning environment. Social factors
and opportunities to relocate the class are used in my class. She gets
opportunities to work in the library, hall, and outside if the weather is nice.

III. Assessment

Mia Cave is an 11th grade student in my Social Studies Skills class, which is the
last block of the day and is composed of four students including her. Mia was
assessed during on a one-to-one basis during class over the course of five class
meeting days. Mia was cooperative, engaged, and responded to the best of her
ability; however, at times, she communicated she felt tired and informed me I was
“torturing” her. Mia requested several breaks in between assessments in addition
to rewards because she said I “owe” her for putting her through the assessment.
Case Study (M. Cave) 4
 Case Study (M. Cave) 5

IV. Summary of Data Analysis and Reading Levels

Section 1: In general, Mia is reading on 2nd-3rd grade level,

which is significantly below her grade level. Mia’s greatest
strength is her verbal comprehension and enthusiasm to read.
While she struggles to decode and spell words on the 1st-2nd
grade level, she has developed strategies, such as using context
clues, to help her comprehend the message of what she reads in
text on 3rd grade level. Mia uses her verbal comprehension
strengths to still take pleasure in listening to audiobooks on
middle school and high school reading level, which is
appropriate for her age.

Assessment findings are correlated to her Specific Learning Disability in Broad

Reading and Written Expression. Mia has an IEP at Powhatan High School and
receives specialized instruction in the self-contained setting with a class size of
four for English, Math, Science, and Social Studies on the skills level. She
receives instruction for electives in the general education setting with
accommodations such as small group, read aloud, and access to word prediction
software. Mia additionally needs opportunities to move around, so she also
receives the accommodation of short breaks and flexible seating. Mia is pursuing
an Applied Studies diploma and does not participate in SOLs, so this placement is
enables Mia to receive the additional support she needs to be successful in school
and improve her skills at a pace that is appropriate for her skillset. Mia should
continue to work on improving her word study knowledge beginning with long
vowel patterns, phrasal fluency, comprehension to exceed 3rd-4th grade level, and
ability to write in complete sentences so she can be more independent even with
accommodations noted in her IEP.

Section 2: Mia was administered the QRI in February 2019. Results indicated
that Mia is on instructional level when automatically identifying words on 1st
(85%) and 2nd grade level (75%), and Mia exhibited frustration with
automatically identifying words on 3rd grade level (60%); however, when given
time to decode words untimed, Mia was able to identify 100% of the 1st grade
words, 90% of the 2nd grade words, and she was able to identify 80% of the 3rd
grade words. When asked to read a 2nd grade level narrative passage, Mia read
with 96% accuracy at 101 words per minute. Mia scored 100% on
comprehension. When given a 3rd grade level narrative passage, Mia was able to
read with 94% accuracy at 76 words per minute. When given a 4th grade level
passage, Mia was able to read with 97% accuracy at 81 words per minute, but her
comprehension score was 62.5%. In other words, Mia reads at a slow rate, but she
comprehends what she reads and hears. Most miscues were due to decoding and
were similar in articulation (for example: “plus” instead of “pulse” or “types”
instead of “tapes”). Other miscues included insertion of words such as “so” prior
to a sentence or including “in” after “fell” or including “struggling” between
“kicking strongly”. Mia also said “blow” instead of “blew high” and omitted
 Case Study (M. Cave) 6

some words in some areas such as omitting “water” in “he was about to go under
(water)”. Mia substituted “and” for “as” and “at” for “as” as well. Most errors
were similar in meaning, and some were still made the sentence grammatically
correct. Despite errors, Mia was able to answer all comprehension questions
accurately through the 3rd grade level. Mia communicated she did not enjoy
reading the passages out loud. Mia was administered the Words their Way
Elementary Spelling Inventory Feature Guide. Results indicated she was
frequently exhibiting confusions with Common Long Vowels: (flote instead of
float, trane instead of train, brite instead of bright) and Other Vowel Patterns:
(spole instead of spoil, surveing instead of serving, muched instead of marched).
These results indicate she is spelling on the Middle Within Word Pattern level of
development. Mia sometimes writes in complete simple sentence structures at
times including combination of two adjectives or objects, but she writes in
fragments, uses weak verbs, exhibits little variability in sentence structures, and
makes frequent errors with spelling/grammar. Given results from these
assessments, Mia is instructionally reading in the 2nd-3rd grade range, which is
considerably below her grade level.

Section 3: Mia's disability in Broad Reading affects her education. Because Mia
struggles with her abilities in decoding, fluency, spelling, and writing, Mia has not
developed the skillset needed to complete work on grade level involving reading
and writing at a reasonable pace compared to her peers. She often will use
incorrect grammar and sentence structure when writing passages. Mia utilizes her
audio resources often, and she will opt to respond verbally instead of in writing
unless she is given the option to copy and paste responses using her Chromebook
or the option to circle answers and draw lines to the question. Mia frequently uses
her spell check software accommodation on her computer when asked to
complete written assignments. On independent reading tasks, she prefers to read
on her own instead of having an adult read to her, which would make it difficult
for Mia to comprehend texts she reads independently and analyze in the general
education classes. Grade level content texts contain vocabulary she would
struggle to comprehend, and her writing skillset would make it difficult for her to
exhibit proof to the teacher she has learned the content.

Additionally, remaining on task can be a struggle for Mia, and she will
occasionally request to take walks especially when she feels frustrated.
Occasionally, she requires prompts to begin her classwork, take her seat, or lift
her head. She is highly motivated by rewards, opportunities to work outside or
other areas of the building, and leisure time. Mia does sometimes advocate for
herself by asking for help, however this is only after being asked by a teacher
before requesting assistance. When asked what was difficult for her she has
difficulty being specific and commonly says, "I don’t understand any of it" or "I
don't know". With teacher prompting, she is often able to identify the specific
problem. Mia receives special education services in the Skills Math, English and
the Life Skills Social/Science class to address weakness due to Broad Reading.
 Case Study (M. Cave) 7

Because she is not able to complete grade level work, receives specially designed
instruction that is below grade level and taught by a special education teacher in a
special education class. Her skills are below grade level, and she requires
instruction on a modified curriculum with redirection. Mia requires extra support
due to distractible behaviors, weaknesses in working memory, and her skillset in
reading. Mia responds well to adapted texts, graphic organizers, and hands-on
activities.

V. Instructional Goals and Instructional Plan

Insert the charts from your Instructional Goals and Instructional Plan Document
here. Note: The Long-Range Plan is designed based on initial diagnostic work
and identification of a topic for inquiry. You will likely deviate from this plan in
minor (or sometimes major) ways as instruction progresses. DO NOT come back
here and make continuous revisions to your Long-Range Plan, as deviations start
to occur. Rather you will address what/why deviations may have occurred in
section IX.

Instructional Goals (taken from the bottom of the Case Summary)

Fluency Word Comprehension Writing

Knowledge
Goals: Goals: Goals: Goals:
 Mia will  Mia will  Mia will use  Mia will write
improve decode strategies to learn in complete
phrasal fluency words with vocabulary prior sentences.
accuracy, rate, complex to reading.
and long vowels  Mia will make Recommended
expression. in the within connections and supporting activities:
word pattern share thoughts to  Quick writes
Recommended of spelling reflect her  Journals
supporting activities:  Mia will thought
- Read aloud decode processes and
poetry multi- internalization of
syllabic text
words
Recommended
Recommended supporting activities:
supporting  Student will identify
activities: unfamiliar words in
 Word sorts text to gain
Decodable reading understanding
 Student will use
strategies to
understand
unfamiliar words
(identify word parts
and familiar words
to use the word in a
sentence prior to
reading)
 Case Study (M. Cave) 8

Instructional Plan
Use the Graphic Organizer below to list the highlights of your instructional plan.

Unit EQ:
Lesson Lesson Readin Word Comprehension Writing
Question g for Knowledge
Fluency

1 How did the Text General Introduce Task:

U.S. title: feature: AI vs Essential Journal
government C(A)C-e
encourage the
Text Question
settlement in source: Skill
the West? Shel Sort How does focus:
Silverstei categories: expansion lead Write in
n Poetry sound and to a
Text word pattern positive/negativ complet
level:
e changes in e
2nd Activity: society? sentence
word sort
Skill and summary
focus: of rules
phrasal distinguishin
fluency g the spelling
pattern
Activity
: read
aloud
poetry

2 What made cattle Text General Text title: Cattle Task:

ranching a title: feature: AI vs Ranching Business Journal
desirable AY Growth
business? Text
source: Sort
Shel categories: Text source: US Skill
Silverstei sound and History Shorts 2 focus:
n Poetry word pattern Text level: 3rd Write in
Text
a
level: Activity: Content focus: complet
2nd word sort Cattle Ranching e
and summary Business sentence
Skill of rules
focus: distinguishin Skill focus:
phrasal g the spelling Vocabulary,
fluency pattern Identifying and
 Case Study (M. Cave) 9

Activity highlighting
: read important details
aloud
poetry Outcome
Assessed:
Vocabulary
was assessed by
informal
observation
while filling out
a graphic
organizer. Mia
is still working
on learning
how to identify
reminder
words and use
reference
words to build
sentences. She
had no trouble
locating a
picture online
but using all
the columns to
build a sentence
should be a
skill she
continues to
work on. Mia
was able to
silently read,
obtain some
general
understanding
of what she
read, highlight
details with
prompt, and
provide a
verbal
statement. She
continues to
work on
putting those
 Case Study (M. Cave) 10

thoughts in
writing.
3 How did the Text General Text title: Task:
completion of title: feature: EI vs Railroad Networks Journal
the AI
Transcontinent
Text
al Railroad source: Sort Text source: US
affect the Shel categories: History Shorts 2 Skill
growth and Silverstei sound and Text level: 3rd focus:
settlement in n Poetry word pattern Write in
the West? Text Content focus: a
level: Activity: Rail Road complet
2nd word sort Expansions e
and summary sentence
Skill of rules Skill focus:
focus: distinguishin Vocabulary,
phrasal g the spelling Identifying and
fluency pattern highlighting
important details
Activity
: read Outcome
aloud Assessed:
poetry Outcome
Assessed:
Vocabulary
was assessed by
informal
observation
while filling out
a graphic
organizer. Mia
is still working
on learning
how to identify
reminder
words and use
reference
words to build
sentences. She
had no trouble
locating a
picture online
but using all
the columns to
build a sentence
should be a
skill she
continues to
 Case Study (M. Cave) 11

work on. Mia

was able to
silently read,
obtain some
general
understanding
of what she
read, highlight
details with
prompt, and
provide a
verbal
statement. She
continues to
work on
putting those
thoughts in
writing.
4 What are the Text General Text title: Big Task:
benefits and title: feature: E vs Business and the Journal
risks of growing EE Monopoly
and
Text
source: Sort Text source: US
monopolizing
an industry for Shel categories: History Shorts 2 Skill
business Silverstei sound and Text level: 3rd focus:
owners and n Poetry word pattern Write in
consumers? Text Content focus: a
level: Activity: Business and complet
2nd word sort industry growth e
and summary sentence
Skill of rules Skill focus:
focus: distinguishin Vocabulary,
phrasal g the spelling Identifying and
fluency pattern highlighting
important details
Activity
: read Outcome
aloud Assessed:
poetry Outcome
Assessed:
Vocabulary
was assessed by
informal
observation
while filling out
a graphic
organizer. Mia
is still working
 Case Study (M. Cave) 12

on learning
how to identify
reminder
words and use
reference
words to build
sentences. She
had no trouble
locating a
picture online
but using all
the columns to
build a sentence
should be a
skill she
continues to
work on. Mia
was able to
silently read,
obtain some
general
understanding
of what she
read, highlight
details with
prompt, and
provide a
verbal
statement. She
continues to
work on
putting those
thoughts in
writing.
5 What problems Text General Text title: Help Task:
did workers title: feature: EE for Factory Workers Journal
face at the turn vs EA
of the century?
Text
source: Sort Text source: US
Shel categories: History Shorts 2 Skill
Silverstei sound and Text level: 3rd focus:
n Poetry word pattern Write in
Text Content focus: a
level: Activity: Factory Workers complet
2nd word sort e
and summary Skill focus: sentence
Skill of rules Vocabulary,
focus: distinguishin Identifying and
 Case Study (M. Cave) 13

phrasal g the spelling highlighting

fluency pattern important details

Activity Outcome
: read Assessed:
aloud Outcome
poetry Assessed:
Vocabulary
was assessed by
informal
observation
while filling out
a graphic
organizer. Mia
is still working
on learning
how to identify
reminder
words and use
reference
words to build
sentences. She
had no trouble
locating a
picture online
but using all
the columns to
build a sentence
should be a
skill she
continues to
work on. Mia
was able to
silently read,
obtain some
general
understanding
of what she
read, highlight
details with
prompt, and
provide a
verbal
statement. She
continues to
work on
 Case Study (M. Cave) 14

putting those
thoughts in
writing.
Overarchin Mia will identify major benefits and risks people made to expand and how it impacted
g Outcome the quality of life in America for settlers and Native Americans. Mia will be
motivated by this topic because loves the country life in Powhatan County in addition
Assignment to easy access to resources and activities that entertain her busy social life. She enjoys
Related to having her space without being disconnected, so Mia will consider how she would
EQ: feel if someone expanded into her space, if it were to be over-crowded/over-taken in a
movement like westward expansion.

VI. Evidence of Research Base: Individualized Instructional Goals (Lesson

Planning)

Fluency

Since my student is reading on 2nd grade level, she is working on improving her

phrasal fluency accuracy, rate, and expression by reading aloud poetry such as selections

written by Shel Silverstein. According to Gunning on page 265, “one characteristic of

fluent reading is processing words at an acceptable rate, fluency also entails reading

meaningful phrases and with appropriate expression”. Because she is reading in smaller

groupings with little expression, this goal is appropriate as eventually this will build on

her ability to retrieve knowledge and understanding from higher level passages.

Word Knowledge

Since my student is frequently misspelling words and struggling to decode words

on 2nd grade level in isolation, she is working on decoding words with complex long

vowels in the within word pattern of spelling. Since she is in high school and far behind,

we are also working on using word parts to decode multi-syllabic words to help build her

confidence. She is working on this by completing word sorts and reading decodable

reading activities. Because she is student with higher comprehension, she heavily relies

on context clues to help her figure out puzzling words. According to Gunning on page
 Case Study (M. Cave) 15

253, when a student overuses context clues, the student should have “wide reading of

easy materials” because “poor readers often need extra practice for their skills to become

automatic.” Additionally, Gunning states, “before students read a section, review key

phonics patterns that appear in the piece, so the student will ne better prepared to use

needed phonic skills” and “review the phonics strategies for attacking unknown words.

When students are stumped by a word, ask ‘What can you do to figure out that word?

Are there any parts that you can say? Is the word like any word you know?’” Based on

this information, the strategies used to complete word sorts and decodable readings are

appropriate in addition to the vocabulary capsule strategy I am teaching her prior to the

comprehension reading because she is looking at word patterns, making comparisons to

words, and I am teaching her word parts, so she can learn to piece unfamiliar words

together in isolation rather than just using context clues. Lack of word knowledge makes

reading and writing difficult because students spend more time trying to figure out how to

decode and spell instead of the content which makes it difficult to stay connected to what

students read and write. While this is not automatic, the goal is eventually it will become

automatic as she practices over time; therefore, word knowledge is another key ingredient

in the balanced literacy diet.

Comprehension

My student is working on using strategies to learn vocabulary prior to reading and

making connections to text by identifying unfamiliar words in text to gain understanding

and using strategies to understand unfamiliar words such as identifying word parts and

familiar words and using the word in a sentence prior to reading. According to Gunning

on page 311, “using graphic organizers to process words at a deeper level can increase
 Case Study (M. Cave) 16

students’ retention of the words”. Many students, including my student, say unfamiliar

words and vocabulary make reading hard. If a student cannot make sense of vocabulary,

it makes it difficult for students to convey the message they are reading. Because these

students are only focusing on the surface of reading or writing task, they struggle to make

connections and build off a foundational knowledge they lack.

Writing

Since my student struggles to write in complete sentences, she is receiving

instruction on writing in complete sentences through quick writes. According to Gunning

on page 469, “quick writes enable students to get their ideas down on paper and to write

frequently. Because the task is brief—usually 10 minutes or less—and limited, quick

writes can be especially effective with struggling writers.” Because my student is a

struggling writer and is reluctant to write in complete sentences, this serves the need for

her to write in a complete sentence in addition to respond to the essential questions

required for this tutoring session.

VIII. Tutoring Log

I meet with Mia 3x per week. I see her for 45-minute sessions on Mondays and
for 90-minute sessions on Tuesdays and Thursdays. There was one week Mia
was sick 2 out of the 3 days we meet, and there were some field trips in between,
so we missed a couple sessions; however, this did not interfere with us meeting
long enough to meet the requirements for this course. I saw her at least weekly if
not the 3x per week she is normally scheduled during the duration of this course.
Generally, we met according to when we should according to the Powhatan
County Public School calendar on Mondays, Tuesdays, and Thursdays aside from
days indicated on the image below. Most Tuesday and Thursday sessions were
not impacted by the schedule, but there were a couple Mondays scheduled off for
holidays and parent teacher conferences/professional development. I was also out
one day to 10th grade writing PBAs along with the 10th grade English team.
 Case Study (M. Cave) 17

Mondays - 45 min Tuesdays -90 min Thursdays – 90 min

1/28 1/29 1/31
2/4 2/5 2/7
2/11 2/12 2/14
2/18 (Student Holiday) 2/19 (I was out grading 2/21
PBAs)
2/25 (Mia early dismissal) 2/26 (Mia Sick) 2/28 (Mia Sick)
3/4 3/5 3/7
3/11 (Mia Field Trip) 3/12 (Mia Field Trip) 3/14 (Mia Field Trip)
3/18 (I took a personal 3/19 3/21
day. Josie was getting
screened in consideration
for the PreK program at
Flat Rock Elementary
School.)
3/25 3/26 3/28 (Student Holiday)

IX. Literacy Lessons & Reflections

During our tutoring sessions, Mia worked to improve her instructional level
literacy skills in the Social Studies Skills content area. Due to the demands of her needs
as an 11th grader reading instructionally on 2nd grade level, however, she was required to
receive instruction outside the content in her phrasal fluency and word study patterns.
Because Mia is so far behind, she needed additional time to work on word patterns
significantly below her grade level. Mia was able to meet needs of the Instructional Plan
 Case Study (M. Cave) 18

essential questions with comprehension and writing plans in reading passages and her
writing quick writes.
During the tutoring process, Mia demonstrated her greatest strength is in her
verbal comprehension and how she can use strategies such as context clues to help her
understand text she reads. She demonstrated significant weaknesses in her ability to
automatically decode, but in reflection to her work habits, she demonstrated use of
learned strategies to accommodate her weaknesses in reading. Mia struggles greatly and
is very reluctant to compose simple complete sentences even when given the tools and
technology to help her with her spelling. While she is pursuing an Applied Studies
diploma, this is suitable for graduation requirements; however, she recently
communicated an interest in enlisting in the military. This was very concerning as her
case manager since she is not on track with the appropriate course of study or the skillset
to pursue a General Education Diploma or a Standard Diploma without investing
additional years after her expected date of graduation in courses she will most likely
struggle to pass.
Mia’s lessons in the areas of phrasal fluency, word study, vocabulary, and writing
were generally just right for her needs. She demonstrated challenges with complex long
vowel patterns especially if provided more than two at a time. When completing
vocabulary tasks, it was helpful for Mia to locate pictures prior to writing as sentence to
help her formulate an idea before writing about it. Comprehension-wise, it was helpful
for Mia to read a passage on grade level; however, it would be beneficial for Mia to
continue to read high interest books and complete tasks such as “Somebody Wanted But
So” and “Book, Head, Heart, Questions” reflections. It would be helpful also for Mia to
continue quick writes in addition to journal entries, which would be more personally
driven than content driven. I continue to look for ways to do this and meet the content
demands within a timely manner.
The QRI and WTW Spelling Inventory were effective in gaining perspective on
Mia’s ability to decode, read, and spell words. Continuous informal observations and
writing samples are also beneficial for measuring progress and determining her needs for
instruction.

X. Progress Monitoring and Post-Assessments (Audience: parent)

This section is comprised of two parts: (1) a progress monitoring section (to be
completed after the final tutoring session), and (2) a "what you learned about your
tutee" section.

1. For the progress monitoring section, you will monitor what you previously
identified as an area of instructional need. Simply put, you are trying to
measure the influence of your instruction. You likely have some of this
information in your reflective comments. In this section, you should bring in
something more objective (i.e., running record, spelling quick check on
covered features, writing prompt, etc.). After the final progress monitoring is
completed in the last lessons, write no more than a one-page summary of the
results. You are encouraged to include a visual representation (i.e., graph,
chart, etc.) of growth, if applicable.
 Case Study (M. Cave) 19

2. For the "What you Learned" section, in no more than 1-page, describe what
you collectively learned from the objective progress monitoring you were able
to complete, the subjective final interview/discussion you had, and your
reflections on your tutee's learning throughout the sessions. How have the
results and reflections (re-)informed your thinking (i.e., If you were to rewrite
a new instructional plan for the student’s teacher to implement, what advice
would you share? Where would you start?). Did you see growth? Areas for
more instructional review?

XI. Evidence of Research Base: Intervention/Program Level Goals

(Audience: administration)
After completing your tutoring experience, what recommendations would you
make regarding your student? How does this fit within the context of the school
setting? In a one-page summary, reflect on how you would proceed with seeking
additional help, if necessary, from the school. In the ideal situation, what
recommendations for his/her learning would you make? What evidence supports
your recommendations?

Recommendations should be grounded in solid research. In section VI, you used

research to support specific instructional objectives (i.e., “fluency instruction is
good in that is satisfies a requirement for comprehension.”). Now, use research to
support your suggestions for interventions in the school context. This section will
pull more from what you’ve learned about intervention, intervention programs,
RTI, etc. For example, you might recommend one-on-one tutoring. What
research supports this ideal? Whereas section VI is specific to particular
instructional practices, section XI addresses more global, programmatic issues.
Include a bibliography of your references at the end of this section.

XII. Report Writing (Audience: classroom teacher)

In this section, you will write a summary report to your tutee’s classroom teacher.
Provide a summary of the student’s strengths and weaknesses along with a list of
appropriate recommendations. Create and include a list of high interest books for
your student to read at both the independent and instructional levels. A sample
report will be available for you.
 Case Study (M. Cave) 20

References

Gunning, T. (2018). Assessing and correcting reading and writing difficulties

(6th edition). New York, NY: Pearson. ISBN: 9780132838108