Useful strategies on text: Brody has an understanding of directional movement while reading

text. He is able to locate the front of the book, where to begin reading, and the direction he
should read in. When reading, he relies on the use of meaning and structure along with partial
visual information. Some of his substitutions make sense and fit with the grammar. When Brody
comes upon words he doesn’t know, he cross-checks with the pictures on the page, which is
evident in many of his self-corrections. When he self-corrects, he makes the correction at the
point of the error and then moves on.

Problem strategies on text: Brody makes his errors with words that are difficult for him. When
the majority of his errors occurred, he relied on the meaning and structure of the text to gather
what the word might be. However, some errors he neglected all together, and he continued to
read on.

Useful strategies with words: While Brody is reading, he uses meaning and structure the
majority of the time to figure out difficult words. When he is writing words that are new to him,
he identifies all of the letters it may have by listening to the sounds he says. He is aware some
words are more difficult than others to spell. While reading, Brody is able to identify when the
lines of text are rearranged.

Problem strategies with words: While working on CAP, Brody doesn’t recognize word or
letter rearrangement. While Brody writes, he neglects some sounds while focusing on others.

Useful strategies with letters: When Brody is identifying letters, he gives an alphabetic
response. He writes the majority of his uppercase letters correctly. While he writes, he can
identify most beginning and ending sounds in words. This became more apparent in the second
time I worked with Brody.

Problem strategies with letters: When Brody writes upper and lowercase letters, he
experiences difficulties with how to form them. He also experiences confusion with C/K, d/b,
b/d, and p/q. While reading, the majority of his focus is on the meaning and structure of the text.
Only some errors are corrected with referencing the pictures on the page.

Summary: Brody is in the early letter name-alphabetic stage in his writing. While he writes, he
is able to use partial phonemic awareness, which allows him to gather the beginning consonant
sounds. In this stage he is also able to use most letters of the alphabet. Yet, he still has difficulty
with consonant blends and digraphs.

Brody is at the beginning stage of reading. He is able to identify how print works, and he can
follow words with his finger. While he reads, the majority of the time he looks to the meaning
and structure of the text, and cross-checks with the pictures. When Brody self-corrects, he uses
his visual information to help him.

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