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Case Study Student: Eli

Preassessment Data
5 year old Kindergartener
Identified 47 out of 52 letters on
Alphabet Test
Easily confused by p, q, b, d
because of their shape/similarity
Confused uppercase I with
lowercase l because of font
Confused lowercase g with q
because of font
Confused v and y because of
shape
Difficulty writing the letter S
during writing

Recognized 16 out of 25 sight words

Difficulty with the words: of, that, was, are, with, this,
they, his, from

Low confidence if he was unsure of a word or could

not sound it out
90% accuracy on running record of Kindergarten sight
word book

Error rate of 1:10

Read fluently other than a few words that he had to

sound out

Used visual cues to help him read unfamiliar words

Tutoring Information
Began sessions on November 6,
2015
Completed 9 sessions over a
couple weeks
Student enjoys playing at recess
and at school, doing math (good
with numbers/counting), reading
books, playing with his sister
His favorite book is called The
Adventures of Beekle
Books selected based on sight
word and reading level as a
beginner

Difficulty with focusing

Teacher felt he needed more one on one instruction to

increase confidence

Worked in intervention room for about 30 minute

sessions

Easily frustrated at first but gained confidence as

sessions continued
Difficulty with blends and sounding out certain words

Worked on his letter formation, spacing, and letter

shapes during writing

Postassessment Data
Gained confidence and was
reading much more fluently
Able to identify all 52 letters
with one confusion but selfcorrected on the uppercase I
Read 22 out of 25 sight
words, words he missed
were: that, they, are
Still difficulty with blends for
th
Used letter/sound
knowledge to read words

Close to moving up to next level of Kindergarten sight

words books by the end of our sessions

Able to self-correct, monitor to check for

comprehension, and reread to confirm

Was reading much more fluently and quickly with

more confidence
Did not have to stop as often to sound out words

Still relied on visual cues to help with unfamiliar words

Was able to write the letter S by himself by the end

Outcome Analysis
Great gains in confidence with
both reading and writing
Letter knowledge, word
recognition, fluency, and
writing increased greatly
Practiced 4 sight words at a
time then would add 2 more
when he got the first 4
Did his best to sound out words
and would ask for help when
needed; was easily frustrated
at first but became less
frustrated throughout the
sessions

Used meaning, syntax, and visual clues to aid in

sounding out unfamiliar words or difficult to sound out

Used decoding and relied heavily on visual cues

Writing skills improved vastly

Able to stay on the lines, used 2 fingers for spacing,

letter shape improved, and remembered to end
sentences with a period
Writes words exactly as he hears them; did not focus
on spelling since he is in Kindergarten and just
wanted him to hear all of the sounds in the words

Resources
I used the A to Z running record form to
complete my running records
I used the strategies of checking for
understanding, flipping the sound, using
visual cues, retelling when writing the
sentences, and cross checking throughout
the sessions.
The CAF book helped me greatly in
developing effective strategies to increase
his fluency and writing skills.