A Student's Strengths and Weaknesses: A Case Study

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A. Student Strengths and Weaknesses
Data on student has been read and analysis has been made.
Student strengths and challenges (weaknesses) have been identified.
List areas of strength and weakness in all domains
 Phonemic Awareness
o Strengths: Tristan is at an Independent level in the 1st grade reading list for the San Diego Quick Assessment. He can accurately read all words in this list, with no errors. Even at the Frustration level, Tristan was still able to pronounce all consonant clusters. The student’s reading level as stated by the San Diego Quick Assessment of Reading Ability is the last grade-level word list in which the student reads eight or more words correctly. As indicated by the results of this assessment, where each word list contains 10 words, Grade 1 was the list in which Tristan read all words correctly.
o Challenges: Tristan was able to pronounce all sight words on the San Diego Quick Assessment Form, but didn’t seem to get the words that were more challenging that would show his phonemic awareness. The words missed in the 2nd grade word list were mainly multisyllabic words. Tristan was only able to read 5 words out of 10 correctly in his grade level.
 Phonics
o Strengths: While looking at the Elementary Spelling inventory, it is clear that Tristan can write the correct beginning consonant for each word. He correctly writes all consonant clusters except for “wh” as in the word “when,” and “tr” as in the word “train.”
o Challenges: While assessing Tristan’s Elementary Spelling Inventory, he only spelled 20% of the words correctly (2 out of 10). From the words provided, it seems Tristan does not know some vowel patterns and leaves out some consonants in words. Although, it looks as if he makes the best effort.
 Vocabulary
o Strengths: The words Tristan writes down in his “Write all the words you know” assessment are those that is most familiar with him in every day life. He writes words such as “school,” “homework,” “math,” “words,” “game” “dog,” and “cat.” It is likely he has seen these words numerous times, perhaps on a daily basis.
o Challenges: Many words written down by Tristan are words of 1st grade level and not words that are at his actual grade level. This shows a low deficiency in vocabulary meaning.
 Fluency
o Hesitation of words is not indicated within the documents provided. There are no fluency-based measures to assess. If I were to assess fluency I would use the CORE Graded High-Frequency Word Survey. This survey indicates whether or not a student needs instruction in selected high-frequency words at his or her grade level, or if further assessment is needed.
 Comprehension
o Strengths: Tristan accurately answered questions regarding his writing when given three choices to circle (yes, no, and maybe). He answered all questions and did not leave any blank. In assessing these questions, it is clear Tristan likes to write, publish his writing, and believes he is a real author. It is...

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