Executive Solution Overview
Based off of part 1 background information complete parts 2-4 – ## SERD6030HolderReadingCase1.docx – ## TEMPLATE6030CaseStudy.docx **## SERD6030HolderReadingCase1.docx** **Holder Reading Case** **Part 1: Background Information** **Home History** Student A is a 14-year-old 10th grade student currentl…
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Based off of part 1 background information complete parts 2-4
– ## SERD6030HolderReadingCase1.docx
– ## TEMPLATE6030CaseStudy.docx
**## SERD6030HolderReadingCase1.docx**
**Holder Reading Case**
**Part 1: Background Information**
**Home History**
Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.
**School History**
Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.
**Literacy-Related Assessments**
| | | |
| — | — | — |
| **Name of Literacy/Writing Related Assessment** | **Purpose of the Assessment** | **Scores** |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition | Measures decoding and ability to recognize familiar words | SS: 43 (Very Low) |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension | Measure’s ability to read and understand connected text | SS: 57 (Low) |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression | Assesses written language skills including spelling, grammar, and organization | SS: 49 (Very Low) |
**Interpretation of Data**
Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
_Very Low_ range, while Reading Comprehension (SS: 57) is in the
_Low_ range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.
·
**Strengths:** Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.
·
**Weaknesses:** Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.
·
**Comparison to Peers:** Student A performs approximately
**2–3 grade levels below** same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.
**Summary of IEP Goals (Reading and Writing)**
Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.
·
**Reading Goals**
· Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.
· Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.
· Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.
·
**Writing Goals**
· Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.
· Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.
· Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.
These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.
**## TEMPLATE6030CaseStudy.docx**
**SERD 6030 Case Study in Reading**
Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.
**Part 1: Background Information (20 pts)**
**_Home History_**
Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.
**_School History_**
Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.
**_Literacy-Related Assessments_**
Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.
Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.
| | | |
| — | — | — |
| Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
| | | |
| | | |
| | | |
| | | |
Summarize any current IEP goals related to reading and writing found on the student’s IEP.
Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.
**Part 2: Review of Affective Factors (20 pts)**
**_Analysis of Results_**
Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.
**_Connections_**
Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.
**_Instruction_**
Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).
Once you have completed Part 2,
**upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.
**Part 3: Literacy & Writing Assessments (40 pts)**
**_Assessment Performance_**
Describe and analyze the student’s performance on
each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:
i. Phonics Assessment
ii. Spelling Assessment
iii. Fluency Assessment
iv. Comprehension Assessment
v. Writing Assessment
**_Connections_**
Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.
**_Instruction_**
Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.
Once you have completed Part 3, upload your
**narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.
**Part 4: Implementation Phase (50 pts)**
**_Instructional Strategies_ (20 pts)**
Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.
**_Implementation_(20 pts)**
Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:
(a) how/when the strategies were implemented;
(b) the student’s reaction/ progress with the use of the strategies;
(c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);
(d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).
**_Limitations/Considerations_ (10 pts)**
Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.
Once you have completed Part 4, upload your
**completed template (without attached assessments)** to two places: the
**Part 4 Case Study GoView assignment page AND Anthology.**
**## TEMPLATE6030CaseStudy.docx**
**SERD 6030 Case Study in Reading**
Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.
**Part 1: Background Information (20 pts)**
**_Home History_**
Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.
**_School History_**
Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.
**_Literacy-Related Assessments_**
Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.
Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.
| | | |
| — | — | — |
| Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
| | | |
| | | |
| | | |
| | | |
Summarize any current IEP goals related to reading and writing found on the student’s IEP.
Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.
**Part 2: Review of Affective Factors (20 pts)**
**_Analysis of Results_**
Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.
**_Connections_**
Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.
**_Instruction_**
Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).
Once you have completed Part 2,
**upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.
**Part 3: Literacy & Writing Assessments (40 pts)**
**_Assessment Performance_**
Describe and analyze the student’s performance on
each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:
i. Phonics Assessment
ii. Spelling Assessment
iii. Fluency Assessment
iv. Comprehension Assessment
v. Writing Assessment
**_Connections_**
Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.
**_Instruction_**
Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.
Once you have completed Part 3, upload your
**narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.
**Part 4: Implementation Phase (50 pts)**
**_Instructional Strategies_ (20 pts)**
Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.
**_Implementation_(20 pts)**
Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:
(a) how/when the strategies were implemented;
(b) the student’s reaction/ progress with the use of the strategies;
(c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);
(d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).
**_Limitations/Considerations_ (10 pts)**
Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.
Once you have completed Part 4, upload your
**completed template (without attached assessments)** to two places: the
**Part 4 Case Study GoView assignment page AND Anthology.**
**## SERD6030HolderReadingCase1.docx**
**Holder Reading Case**
**Part 1: Background Information**
**Home History**
Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.
**School History**
Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.
**Literacy-Related Assessments**
| | | |
| — | — | — |
| **Name of Literacy/Writing Related Assessment** | **Purpose of the Assessment** | **Scores** |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition | Measures decoding and ability to recognize familiar words | SS: 43 (Very Low) |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension | Measure’s ability to read and understand connected text | SS: 57 (Low) |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression | Assesses written language skills including spelling, grammar, and organization | SS: 49 (Very Low) |
**Interpretation of Data**
Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
_Very Low_ range, while Reading Comprehension (SS: 57) is in the
_Low_ range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.
·
**Strengths:** Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.
·
**Weaknesses:** Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.
·
**Comparison to Peers:** Student A performs approximately
**2–3 grade levels below** same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.
**Summary of IEP Goals (Reading and Writing)**
Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.
·
**Reading Goals**
· Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.
· Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.
· Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.
·
**Writing Goals**
· Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.
· Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.
· Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.
These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.
**## TEMPLATE6030CaseStudy.docx**
**SERD 6030 Case Study in Reading**
Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.
**Part 1: Background Information (20 pts)**
**_Home History_**
Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.
**_School History_**
Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.
**_Literacy-Related Assessments_**
Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.
Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.
| | | |
| — | — | — |
| Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
| | | |
| | | |
| | | |
| | | |
Summarize any current IEP goals related to reading and writing found on the student’s IEP.
Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.
**Part 2: Review of Affective Factors (20 pts)**
**_Analysis of Results_**
Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.
**_Connections_**
Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.
**_Instruction_**
Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).
Once you have completed Part 2,
**upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.
**Part 3: Literacy & Writing Assessments (40 pts)**
**_Assessment Performance_**
Describe and analyze the student’s performance on
each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:
i. Phonics Assessment
ii. Spelling Assessment
iii. Fluency Assessment
iv. Comprehension Assessment
v. Writing Assessment
**_Connections_**
Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.
**_Instruction_**
Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.
Once you have completed Part 3, upload your
**narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.
**Part 4: Implementation Phase (50 pts)**
**_Instructional Strategies_ (20 pts)**
Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.
**_Implementation_(20 pts)**
Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:
(a) how/when the strategies were implemented;
(b) the student’s reaction/ progress with the use of the strategies;
(c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);
(d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).
**_Limitations/Considerations_ (10 pts)**
Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.
Once you have completed Part 4, upload your
**completed template (without attached assessments)** to two places: the
**Part 4 Case Study GoView assignment page AND Anthology.**
**## SERD6030HolderReadingCase1.docx**
**Holder Reading Case**
**Part 1: Background Information**
**Home History**
Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.
**School History**
Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.
**Literacy-Related Assessments**
| | | |
| — | — | — |
| **Name of Literacy/Writing Related Assessment** | **Purpose of the Assessment** | **Scores** |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition | Measures decoding and ability to recognize familiar words | SS: 43 (Very Low) |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension | Measure’s ability to read and understand connected text | SS: 57 (Low) |
| Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression | Assesses written language skills including spelling, grammar, and organization | SS: 49 (Very Low) |
**Interpretation of Data**
Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
_Very Low_ range, while Reading Comprehension (SS: 57) is in the
_Low_ range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.
·
**Strengths:** Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.
·
**Weaknesses:** Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.
·
**Comparison to Peers:** Student A performs approximately
**2–3 grade levels below** same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.
**Summary of IEP Goals (Reading and Writing)**
Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.
·
**Reading Goals**
· Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.
· Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.
· Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.
·
**Writing Goals**
· Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.
· Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.
· Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.
These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.
**## TEMPLATE6030CaseStudy.docx**
**SERD 6030 Case Study in Reading**
Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.
**Part 1: Background Information (20 pts)**
**_Home History_**
Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.
**_School History_**
Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.
**_Literacy-Related Assessments_**
Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.
Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.
| | | |
| — | — | — |
| Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
| | | |
| | | |
| | | |
| | | |
Summarize any current IEP goals related to reading and writing found on the student’s IEP.
Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.
**Part 2: Review of Affective Factors (20 pts)**
**_Analysis of Results_**
Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.
**_Connections_**
Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.
**_Instruction_**
Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).
Once you have completed Part 2,
**upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.
**Part 3: Literacy & Writing Assessments (40 pts)**
**_Assessment Performance_**
Describe and analyze the student’s performance on
each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:
i. Phonics Assessment
ii. Spelling Assessment
iii. Fluency Assessment
iv. Comprehension Assessment
v. Writing Assessment
**_Connections_**
Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.
**_Instruction_**
Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.
Once you have completed Part 3, upload your
**narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.
**Part 4: Implementation Phase (50 pts)**
**_Instructional Strategies_ (20 pts)**
Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.
**_Implementation_(20 pts)**
Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:
(a) how/when the strategies were implemented;
(b) the student’s reaction/ progress with the use of the strategies;
(c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);
(d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).
**_Limitations/Considerations_ (10 pts)**
Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.
Once you have completed Part 4, upload your
**completed template (without attached assessments)** to two places: the
**Part 4 Case Study GoView assignment page AND Anthology.**
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