LITERACY CASE STUDY
The University of Arkansas Literacy Camp conducts interventions each semester for elementary students who have reading and/or writing deficits. The participants receive personalized instruction for eighteen weeks aligned with specific literacy goals determined by pre-assessments. During weekly meetings, the students engage in interactive lessons that target specific needs. Progress monitoring and post-assessments provide data to determine growth and projected progression of the student's skills. Conferences are held with parents at the end of the semester to provide information about areas of growth and future needs for literacy development. I conducted a writing intervention in Fall 2021 with a third-grade student. Based on the pre-assessment data, this student was above the grade level expectations in literacy; however, there was a need for writing instruction due to English being spoken as the student's second language.
About the Student:
- Third grade student
- English was the student's second language
- Above grade-level expectations in most areas of literacy based on pre-assessment data
Assessment Tools:
- Elementary Spelling Inventory (ESI)
- CORE MASI-R Oral Reading Fluency
- CORE Vocabulary Screening
- San Diego Quick Test
- ACT Aspire Narrative Writing
- CORE Reading Maze Comprehension
Focus of the Intervention
- Based on the pre-assessment, data suggested the student could benefit from intervention in writing
- The intervention primarily focused on the four main elements of narrative writing: analysis, structure, development, and language conventions.
- Elements of the Lucy Calkins curriculum were implemented within the intervention instruction.
Student Data and Growth
- A pre-assessment and post-assessment were administered using the ACT Aspire Narrative Writing to analyze student growth.
- The post-assessment results demonstrated the student had growth in all four areas of narrative writing.
Parent Conference
- A parent conference was conducted at the end of the intervention.
- The student's data was shared and we discussed examples of student work that demonstrated growth in narrative writing were discussed.
