Case
Study- TE 846- Nathaniel
Jenna
VanderSluis-Hoogstra
Michigan
State University
Spring
2012
I. Brief
Background and Reason for Project Focus
�Teaching children to read and write at
high levels of literacy is a complex, long-term commitment that our society and
our schools must make to remain competitive in the twenty- first century� (p.
xvii, Cunningham, Cunningham, Moore and Moore, 2000). It�s important that
children learn strong literacy skills at an early age. They not only can learn
how to read and write, but I believe they can learn to love literacy. In this
case study, I will be practicing and refining my skills as a teacher while
working hard to motive, encourage and teach a student who dislikes reading
because his fluency is below grade level.
Nathaniel is a hyper second grade student
who is a pre-reader. He has trouble focusing and sitting still when he reads.
Nathaniel could be a great reader if he would practice, but he has lost his
motivation to read because he reads slowly and has trouble sounding out new
words. In this case study, I will be identifying any letters or types of words Nathaniel
has trouble with and tackling the daunting task of learning to love reading.
II. Home
and Family
Nathaniel is the middle child in a wealthy
Greek- American family of five. He has an older and younger sister, both of
whom have had some literacy problems in the past. His older sister is in fifth
grade, but when she was in first grade she had trouble reading. Nathaniel�s
younger sister is in kindergarten and has a speech impediment that hinders her
ability to sound out simple words.
Nathaniel�s home life is centered on
education and there is always support when it comes to schooling. Both of his
parents have their masters� degrees and always offer help when Nathanial needs
it. There is a very busy feeling in their home when I visit. Someone is always
late for some dance or sports practice.
I have often heard his older sister mock
Nathaniel when he reads. This does not help his self-esteem. Along with helping
Nathaniel love to read, I am going to try to implement some motivating
practices at home too.
III. Emotional
Climate
The learning climate in Nathanial�s
classroom is always upbeat and positive. There is a great amount of reading and
writing and the instruction is always differentiated. The teacher mixes up
large group readings with small groups and independent reading time. Nathaniel
attends a small private school, so most of his classmates are at a very high
reading level. I believe this intimidates Nathaniel when he is reading out loud
in class. Nathaniel�s teacher and I have also observed that when Nathaniel is
reading to a large group, small group or to a teacher he often losses his place
on a page and examines the pictures. As a result, his fluency is not at grade
level. Fortunately, this does not hinder his inference and comprehension
skills.
IV. Literacy
History
As I stated in the Home and Family
paragraph above, Nathaniel�s family life is supportive of literacy. Nathaniel�s
family dynamic is important because, � students learn most successfully when
their families are actively engaged in supporting their learning� (Kathleen V.
Hoover-Dempsey and Manya C. Whitaker quoted by Dunsmore and Fisher, 2010, pg. 53). Nathaniel�s sisters
have or are currently struggle with reading. Teachers have had to spend extra
time with both sisters. His school history has been consistent. He has excelled
in every subject expect reading and writing. Before I started working with Nathaniel,
I talked with one of his teachers. She gave me the 3 Minutes Reading Assessment
from October 2012. Nathanial read only 32 out of 162 words in a minute. This is
a 25 word per minute reading score. He also attended a summer reading camp at Lindamood-Bell Reading Precessess,
his scores from this showed him in the lower percentile in reading and writing.
Overall, Nathanial was a year behind the rest of his grade level.
V. Tests
Given and Summary of Test Results
The first session I had with Nathaniel
was full of assessments. I had him
sound out different phonemes, answer questions regarding a short paragraph he
read and timed how many words per minute he was able to read. The purpose of
these assessments was to help me determine how developed Nathaniel�s current
reading skills levels are. The
assessments I used can be found in Phonological Awareness Assessment and
Instruction, McCall Crabbs Standard Test Lessons in
Reading, and 3-Minute Reading Assessments.
Phonemes Assessment
In this pre-assessment,
I started with the basics and worked my way up in difficulty. I began by
writing a letter on a white board and asking Nathaniel to say the sound it makes.
Next, I created words on the white board and asked Nathaniel to say the words.
I made the words harder and harder until he got five incorrect.
This
assessment helped me figure out what sounds, blends and word types that causes Nathaniel
to struggle. I discovered that when he sees a word he is not familiar with, he
looks at the first letter and then guesses at the rest of the word.
McCall- Crabbs and 3 Minute Reading Assessments.
McCall- Crabbs and the 3 Minute Reading Assessment are similar in
the information they provide, but they are slightly different in the way they
get that information. McCall- Crabbs assessment
required Nathaniel to read a paragraph out loud and then answer a series of
specific questions. He had three minutes to complete these tasks. He did not
answer all of the questions correctly because he was not reading some of the
words in the paragraph correctly. I found that when I allowed Nathaniel to read
through the paragraph without being timed he was able to read more words and
answer more questions correctly. On this assessment, Nathaniel scored 3 out of
8 comprehension questions correctly.
The 3-minute
Reading Assessment required Nathaniel to read a story for a minute. After the
minute was complete, I calculated how many words per minute he is able to read.
I also recorded notes on Nathaniel�s reading pace, tone, fluency, phrasing and
intonation. Nathaniel then gave a brief summary of what he read. There are
scoring aids to help determine his reading level. This reading assessment
showed me he could read 49 words in a minute. He made 3 mistakes while reading
and his expression, pace, tone and smoothness were all
low for his grade level. When we started, he was about three-fourths of a year
behind. See table below for more assessment scores.
These assessments
showed me that Nathaniel does not like to be timed when he is reading. He gets
distracted very easily. His comprehension is very high when he reads the words
correctly or when he hears the words read to him. When administering these
assessments, I observed that Nathaniel rushes when he reads and skips over
words. He also adds words that are not on the page. I will give him additional
3- Minute Reading Assessments periodically as we continue to meet, so I can
monitor his growth.
3- Minute Reading Assessment table
|
Test |
Words Correct Per Minute |
|
January 14th, 2013 |
46 WCPM |
|
February 4th, 2013(second time
reading) |
82WCPM |
|
February 11th, 2013 |
53 WCPM |
|
February 18th, 2013 |
63 WCPM |
|
March 26th, 2013 |
120 WCPM |
On
the day of our last meeting, I gave Nathaniel two final assessments. I gave him
a new 3- Minute Reading Assessment and a final Mcall-Crabbs
reading assessment. The result of the 3-Minute Assessment is included the table
above. On the Mcall- Crabbs test he score a 6 out of 8, which is a third grade
reading level.
Other Assessments
Other tools
that help me monitor Nathaniel�s progress, were �mini-assessments� on the
particular topics we were covering in a particular session. For example, in my
second lesson with Nathaniel, we worked on becoming engaged in reading, slowing
down and sounding out words and phrases. At the end of this lesson, Nathaniel
chose to take a spelling test to see if he could remember all of the sounds we
had focused on during the session. He did excellent on this assessment and I
was encouraged by the fact Nathaniel willfully chose to take the test.
VI. Lesson
Plan Matrix
|
Date |
Objectives |
Instructional materials |
On-going assessment |
|
February 6, 2013 |
Nathaniel will show knowledge of
phonemes and comprehension skills by reading selected passages and responding
to questions I give him. -CCSS.ELA Literacy.RF.2.4 Read with sufficient
accuracy and fluency to support comprehension. -CCSS.ELA-Literacy.RF.2.4b Read grade-level text
orally with accuracy, appropriate rate, and expression on successive
readings. -CCSS.ELA-Literacy.RF.2.4c Use context to
confirm or self-correct word recognition and understanding, rereading as
necessary -CCSS.ELA-Literacy.RF.2.3 Know and apply
grade-level phonics and word analysis skills in decoding words. -CCSS.ELA-Literacy.RF.2.3a Distinguish long and
short vowels when reading regularly spelled one-syllable words. -CCSS.ELA-Literacy.RF.2.3b Know spelling-sound
correspondences for additional common vowel teams. -CCSS.ELA-Literacy.RF.2.3c Decode regularly
spelled two-syllable words with long vowels. -CCSS.ELA-Literacy.RF.2.3d Decode words with
common prefixes and suffixes. -CCSS.ELA-Literacy.RF.2.3e Identify words with
inconsistent but common spelling-sound correspondences. |
-McCall-Crabbs
Book A- page 1 -3Minute Assessment book 1 grades 1-4-
page 28-29 -White board -Marker |
I am observing Nathaniel and watching
for patterns in the words he reads fluently and the words he struggles with.
I am also recording all of his test scores and will periodically administer
additional, and increasingly more difficult, 3-Minute Reading Assessments. |
|
|
|
|
|
|
Date |
Objectives |
Instructional materials |
On-going assessment |
|
February 11, 2013 |
Having Nathaniel slow down when he is
reading, so he accurately sounds out words and phrases. This will help him
focus on what he is reading and improve his fluency. CCSS.ELA-Literacy.RF.2.3d Decode words with
common prefixes and suffixes. -CCSS.ELA-Literacy.RF.2.3 Know and apply
grade-level phonics and word analysis skills in decoding words. -CCSS.ELA-Literacy.RF.2.3a Distinguish long and
short vowels when reading regularly spelled one-syllable words. -CCSS.ELA-Literacy.RF.2.3b Know spelling-sound
correspondences for additional common vowel teams. -CCSS.ELA Literacy.RF.2.4 Read with sufficient
accuracy and fluency to support comprehension. |
-White Board -Mini Blocks with letters on them -Marker -Computer with internet access |
To assess Nathaniel�s progress, I will
continue to observe and record any words or sounds that cause him to struggle
while reading. I will also monitor the words and phrases Nathaniel is
becoming more familiar with. I will use a short spelling test to
assess what Nathaniel took away from today�s lesson. |
VII.
Reflections on My Differentiated Literacy
Lesson Plans
Throughout the time I spent with
Nathaniel, I have observed a great change in his ability to read and write with
confidence and fluency. These
growths can be seen in his assessment scores. I believe these improvements were
a result of many different aspects of teaching. My collaboration with
Nathaniel�s parents and teachers helped support and build Nathaniel up at home
and at school. By reminding Nathaniel, at home and at school, of the lessons
and practices he learned with me, he was able to gain confidence and receive
the practice he needed to solidify these skills.
My support for Nathaniel can be seen in
my prompts and teaching aids scattered throughout my lesson plans. I was always
positive and encouraging with Nathaniel and asked open-ended questions that
caused him to think and remember skills he had learned. My teaching aids (Sorry! and online resources) helped
Nathaniel learn and were effective because they were mediums he really enjoyed
working with. He was learning and practicing his reading, but having fun while
doing it!
If I had to start all over with
Nathaniel, I think I would have tried to create another game that helped him
practice his reading skills. The games I used were great, but I think more
variety would have been beneficial. I also think that I could have focused on
giving Nathaniel more time while reading to think through a word or phrase he
was trying to sound out, instead of running to his aid. According to Kathleen
Strickland, when working with children who need to improve their fluency it is
good to read a text more than once. I can see now this is true and rereading improves
both fluency and confidence.
VIII. Recommendation
to Teachers and Parents
Recommendations for Teachers
Nathaniel is a fun loving boy who enjoys
being active. He struggles with sitting still and will often wander off topic
in the classroom. To help with his fluency and �word attack skills,� Nathaniel
benefits from one-on-one attention when reading. Within one-on-one learning,
Nathaniel responds well to reading games. For example, he loves mini cars.
Create a �sight word parking lot.� Make a large parking lot on poster board and
fill in the spaces with words he struggles with. Ask him to park one of his
cars on a word of your choice. The challenge is that he needs to find the word
and in this process and is forced to read each word. Another game you can play
with him is Sorry. Only this is not
your usual Sorry. Before each turn
the participants need to flip over a card that has sight words, blends,
suffixes or any difficult phoneme and say what is on the card. After the
student says the correct word or letter that is shown, the student may proceed
with his or her turn.
To overcome some of Nathaniel�s
insecurities and help motivate him, I found that playing a game on a board or
online helped. These different
games also create a fun differentiated routine for Nathaniel as he reads. In
support, chapter 3 of Samuels and Farstrup�s book, What Research is Saying About Reading
Instruction says, �When students
read on the topic of reported interests to them, whether working animals or
robotics, they employ a greater number and range of comprehension processes�
(Samuels & Farstrup, pg. 61). By reading in a way that interests Nathaniel, and by reading topics
that interests Nathaniel, he becomes motivated and his fluency and
comprehension improves.
Encouraging and motivating Nathaniel in
the ways I have mentioned will benefit him in his reading skills and will ultimately
help improve his fluency and confidence when he reads.
This new motivation will allow Nathaniel
to start reading more frequently.
�In addition to volume as an influencing factor, quality and range of
books to which students are exposed (e.g., electronic text, leveled books,
student/teacher published works) has a strong relationship with students�
reading comprehension� (Samuels & Farstrup, pg.
59). By encouraging Nathaniel to
read and by exposing him to a variety of books not only will his fluency improve
but his knowledge and comprehension skill will improve as well.
Including these findings into one-on-one
time with Nathaniel and by including them in the classroom, I believe
Nathaniel�s fluency and confidence will continue to improve.
Recommendation for Parents
Dear Parents,
It
has been so much fun to work with your son this year. He is a wonderful student
and I love his enthusiasm that shows through in everything he does. I have
worked with Nathaniel�s teachers to identify what issues hinder his reading in
and out of the classroom. Once I assessed Nathaniel and observed him while he
was reading, I was able to identify two areas in which he needs more practice.
We focused on these areas in our sessions.
These two areas are fluency and
motivation. When I focus on Nathaniel�s fluency, I am looking into his ability
to read words efficiently, with a good speed and with the correct intonations
and stresses on words. When I started working with Nathaniel, he would stop at
the beginning of every word to try and sound it out. By the end of three months,
Nathaniel was reading through all the words in a given sentence.
The second area I worked on with
Nathaniel is motivation. I believe that, in Nathaniel�s case, fluency and
motivation are connected. Based on the assessments and the time I spent with
Nathaniel, when he is motivated and confident his fluency increases.
The ways you and your family can help is
to foster a positive environment for Nathaniel as he is getting used to reading
in front of you and the rest of the family. Encouraging him to read out loud
everyday will help him get into the habit of reading on his own. By reading a
great volume of books, Nathaniel will be able to put into practice what he has
learned in school and in his sessions with me. You can motivate him by playing
reading games or by going to www.spellingcity.com and have him teach you how to use it.
Once again, I have really enjoyed working
with your son and am looking forward to continuing to watch Nathaniel grow in
his reading skills. If you have any questions please do not hesitate to contact
me.
Blessings,
Jenna Hoogstra
IX. Appendices
of Work
|
Outline for a Daily Lesson Plan Date:
Monday, February 6, 2013 Objective(s)
for today�s lesson: Measure Nathanial�s ability to read and
write. Rationale:
This lesson will
help me find a place in which to start working with Nathanial. Encourage Nathaniel to slow down when he
reads so he can correctly sound out each phoneme and correctly say each word.
This will help with his accuracy and comprehension skills. This will help
Nathaniel think about what he is reading or spelling. 2.4-d)
Add or delete phonemes to make words. e)
Blend and segment multisyllabic words at the syllable level. 2.5-
The student will use phonetic strategies when reading and spelling. a)
Use knowledge of consonants, consonant blends, and consonant digraphs to
decode and spell words. b)
Use knowledge of short, long and r-controlled vowel pattern to decode and
spell words. c)
Decode regular multisyllabic words. 2.6-d)
reread and self-correct. 2.9-
The student will read and demonstrate comprehension of nonfiction texts. Materials
& supplies needed: Saxon Phonics Scope and Sequence,
Phonemic Awareness assessment- page 70 in Phonological Awareness Assessment
and Instruction. |
|
|
�
Introduction to the lesson � Hey Nathaniel! You can
choose one of the big kids� seats to sit in while we start today�s lesson. Do
you know why Mrs. Fields and your Mom wanted you to hang out with me after
school on Mondays?� � We are going to be having fun
with reading on Mondays. Let�s get started!� � I am going to have you
read to me today and tell me the sounds of some letters and words. Are you
ready to do that?� In order to motivate Nathanial I will tell him that at the
end of the lesson, if we accomplish everything we need to do, he can choose a
game to play (these are reading and spelling games). 5 Minutes �
OUTLINE of key events during the lesson 1) Management-Before
we begin I informed Nathanial that during each of our sessions, I am able to
give him color changes and WOW clips based on his behavior (these are the
forms of classroom management that the second and third grades use). I will
also let Nathanial know that I want our time together to be fun and we can
always accomplish that if he listens to instructions. 2) Administer 3-minutes
Reading Assessment-I start the lesson by asking him to read a short
section of a story out of � 3 Minute reading assessment�. As he reads, I will
be reading through the scope and sequence sheet to gage were he is on things
like, alphabetic recognition, consonant blends and vowels. (10 minutes) 2) Phoneme
Assessment Activity- I have heard from the teachers that Nathanial rushes
through words. He only says the first syllable and then guesses at the rest
of the word. In order to figure out if he is having trouble with blends,
vowels or consonants I am going to conduct a diagnostic summary that one of
my colleagues created. �Do you know what all of the letters of the alphabet make
sounds?� � I can going to ask you what sounds they make.� You can write the
letter on this sheet of paper and then say the sound for me.� First, I say a word (ban) and ask Nathanial what letter
came first and what sound that letter makes. Then I ask him to write that
letter. I will have many examples for the initial consonant, medial vowel, final consonant and initial and final blends. (see appendix) As he says the sounds I will encourage him
by saying �Great Job!� � That was a tough one good job sounding it out!�
�Take your time, you can do it!� (10 minutes) 3) Teaching the Chunking
Rule- On a white board I write the word �friendship� � I am going to point to all of the letters in this word.
Do you think that you can help me sound it out?� After he has identified all
of the letters in the word, I show him how he can draw lines to separate the
word to help him sound it out. � What sound does this group of letters make
when they are together?� (fri)
(end) (sh)
(ip). We practice this
with the words �church� �firehouse� and �fabulous�. (5 minutes) 4) Practice Skill- Each
session Nathanial will be able to choose one of 5 games my school uses to
promote reading. My school uses �Candyland� and
adds letter sounds and blends to each space and when the student passes over
that space he or she needs to say the sound correctly. �Sorry!� is also a
game we use. Before each turn the student needs to identify the word that is
on a flash card. These can be sight words or problem words that the
individual student struggles with. Other games include, �Greedy, Greedy�,
where I compete with the student to see who can sound out the most words
without getting too greedy, �Word
Slap�, in this game I ask the student to slap the word I read. The last game
is a game where I write down words and change out letters so the student is
continually sounding real and made up words out. If he can sound a certain
amount of words out in a minute he wins! � What game would you like to play to close up our time
together?� � Great choice! Remember we are going to work on sounding out the
words slowly so that you say the correct word when you read it.� (20 minutes) �
Closing summary for the lesson �Great job today bud! I had so much fun with you. Did you
have fun?� � Can you tell me what you learned today?� �Do you think
that you could teach your Mom what you learned today?� � What are some things
you can do at home this week to remember what you learned, so when I ask you
next week you will remember?� (3 minutes) |
Academic, Social and Linguistic Support
during each event
Make sure that the reading sheet Nathaniel is
given has large print. Pay attention to the sounds he knows and the
ones he struggles with. He seems to struggle with b and d. Once he can do this on his own, move on. |
|
Assessment Depending
on how well Nathanial did in the lesson will help me decide whether to move
on to a different topic or stay on the same topic again next week. This week
the scope and sequence helped me understand where Nathanial is as a reader. I
can conclude that he needs to slow down when he reads. He also would benefit
from reading out loud and perhaps highlighting any words he cannot sound out
or understand. I will also continue to give him reading assessments so I can
monitor his fluency. |
Academic,
Social, and Linguistic Support during assessment |
|
Outline for a Daily Lesson Plan Date:
Monday, February 11, 2013- Nathaniel and I meet every
Monday for an hour after school. We will be focusing on fluency and
motivation. Hopefully and a result he will gain confidence in his reading. Objective(s)
for today�s lesson: Review phonemes and practice spelling Rationale:
By knowing the sounds of letters and blends, Nathaniel
will benefit from practicing hearing a word and trying to spell it. This will
help with his writing and spelling words he does not know. It will also help
his fluency when he reads. He will be able to sound out words faster. 2.4-d)
Add or delete phonemes to make words. e)
Blend and segment multisyllabic words at the syllable level. 2.5-
The student will use phonetic strategies when reading and spelling. a)
Use knowledge of consonants, consonant blends, and consonant digraphs to
decode and spell words. b)
Use knowledge of short, long and r-controlled vowel pattern to decode and
spell words. c)
Decode regular multisyllabic words. 2.13 h)
Use correct spelling for commonly used sight words, including compound words
and regular plurals. 2.14-
The student will use available technology for reading writing. Materials
& supplies needed: White
board, pencil, computer with internet connection, little blocks with letters
on them. |
|
|
Procedures
and approximate time allocated for each event �
Introduction to the lesson
�Welcome back Nathaniel! � I am so glad
to see you.� Can you tell me what we learned about last week?� � Can you tell me what sounds these
letters make?� �Can you tell me what sounds these blends make?� � Can you
tell me what these words say?� Nathaniel will read them to me. To get him
ready for the lesson I will remind him that his goal today is to take his
time when he reads and not to guess at the words. (10 minutes) �
OUTLINE of key events during the lesson 1) Administer
3-minutes Reading Assessment-I start the lesson by asking him to read a short section
of a story out of � 3 Minute reading assessment�. As he reads, I will be
reading through the scope and sequence sheet to gage were he is on things
like, alphabetic recognition, consonant blends and vowels. (10 minutes) 2) Using Words you Know- �Now we are going to talk about some words
you know how to spell and some words you do not know.� �What sounds do these
letters make?� (eam) � Do
you know any words with this sound?� �Great
job, now I am going to say a word and I want you to try your best to spelling
the word with the blocks.� � You know all of the sounds you just need to put
them together.� I will say words with the same �eam�
sound in it. For example, dream, cream, scream, gleam, beam, mainstream,
downstream etc. (Marrow, Gambrell, 2011) �
Great work Nathaniel!� � How do you think this activity can help you read?� �
Can you believe that you spelled the word downstream!�
(15 minutes)
3) Practice- To help
Nathaniel practice this skill, I will introduce and we will be exploring spellingcity.com.
On this website, there are many games (hangman, word drop, crossword puzzles)
that help Nathaniel slow down and think about the letter sounds and how they
make up a word. Throughout the games I asked Nathaniel questions like � what
color has six letters? Can you write all of those colors on your white board
to help you with the game?� (20minutes) �
Closing summary for the lesson To
close the session Nathaniel can choose to take a short spelling test on the
website. He types in the words and submits the test. When we finish and if
Nathaniel was well behaved he can choose from the three reading games we have
played in the past (Candyland with phonemes on each
space, Sorry! With sight word cards or Greedy, Greedy a game where we compete
to see who can read the most words correctly). Only if time permits. (10 minutes) |
Academic, Social and Linguistic Support
during each event
Write the letters ( a,b,d,t,s) and then pairs of
letters (sh, th, le) and
then small
words ( his, boy,
said) and then large words (fantastic, fabulous) on a white board. Nathaniel will write
any words on the white board. I can do many lessons with this activity (ice,
ool, op, ook) Each lesson
will promote spelling, thinking and help Nathaniel slow down when reading and
writing. Good activity to do at home. |
|
Assessment Nathaniel tested his skills with an online assessment. He
types in the words and submits the test. At the beginning of the lesson, he
was unable to spell yellow, purple, and orange. After 20 minutes of focusing
really hard on phonemes, he aced the test!. Next
week we will use more difficult words with these games and we will perform a
reader�s theatre from starfall.com In addition to the online mini assessments and the 3
Minutes Reading Assessment, I will be continuously taking notes and asking
questions to make sure Nathaniel is understanding and growing from our time
together. |
Academic,
Social, and Linguistic Support during assessment |
X. Bibliography
(2007). In Vocabulary
spelling city.com. Retrieved February 1, 2013, from http://www.spellingcity.com/
Cunningham,
P. M., Arthur Moore, S., Cunningham, J. W., & Moore, D. W. (2000). Reading and writing in elementary
classrooms (5thth ed.). Boston, MA: Pearson.
Dunsmore, K., & Fisher, D. (Eds.). (2010). Literacy home. N.p.:
International Reading Association.
Harvey, S., & Goudvis, A. (2007). Stategies the work (second ed.). Portland, ME: Stenhouse Pubishers.
Lane, H. B., &
Pullen, P. C. (2004).
Phonological awareness assessment and instruction (p.
70). Boston, MA: Person Education.
Mandel Morrow, L., & Gambrell, L. B. (Eds.). (2011). Best
practices in leteracy instrucation
(fourth ed.). New York, NY: Guilford Press.
McCall, W. A., & Crabbs Schroeder, L. (1979). McCall-Crabbs standard test lessons in reading (pp. 1-5).
New York, NY: Teachers College Press.
Melton, H. (n.d.).
Wally, pumpkin, and the squash (pp. 1-8).
Austin, TX: Saxon Publishers.
Rsiniski, T. V., & Padak,
N. (2005). 3- Minutes reading assessment (pp. 28-58).
New York, NY: Scholastic.
Samuels, S.J., &Farstrup, A.E. (2011). What research says about reading
instruction (4th ed.). Newark, D.E:
International Reading Association.
Schutz, S. (2002). In Starfall.
Retrieved February 13, 2013, from http://www.starfall.com/n/level-c/folk-tales/load.htm?f
Strickland, K. (2005). What's after
assessment (pp. 1-18). Portsmouth, NH: Heinemann.