ECED 429 – Towson University

Child Literacy Study Report - 84 points

This assignment is an in-depth case study of one child’s level of literacy development that is broken down into
eight distinct parts: 1) Introductory Interview Assessments, 2) Written Expression Assessments, 3) Phonological
Awareness Profile, 4) Informal Reading Inventory, 5) Portrait of a Reader, 6) Recommendations for Teaching
and Learning, 7) Materials for Family Literacy Activities, 8) Teacher Candidate Self-Reflection. This case
study is where you will be applying your literacy content knowledge with the best practices for reading and
writing assessment with early childhood students.

Your case study report graphic organizers must be submitted to Blackboard and Tk20 on the due date outlined
on the syllabus. The student samples and working papers that support your report are to be placed inside a
pocket folder and turned into the instructor on the due date at the beginning of class. Please label the pocket
folder with your name, course # and the date visible on the front cover.
(MSDE - A 1.1 - 1.10, 2.2, 2.4, A 3.2), (InTASC # 1, 2, 3, 4, 7, 8, 9, 10) (NAEYC # 1, 2, 3, 4a, 4b, 4c, 4d,
5), (CCSS – RF 1-4, RL 1-10, & RI – 1-10, W 1-8, SL 1-6, L 1-6)

Choosing a suitable child to work with:

 Make sure that for this literacy case study that the child is between the ages of 6 and 8 years old and is
more than just an emergent reader. Give them a page or two from a developmentally appropriate book
(one that he/she has not memorized). The page(s) should have about 25 – 30 words. Have the child
read this to you. Do not do a running record, but make sure the child can read the 25 (or so) words
somewhat fluently and relatively unassisted. (See Mrs. Williams if you are unsure about what type/level
book to use.)
 On the other hand, make sure that your child is not considered way above average or gifted and talented
either. For example, the child should not be able to read texts that are well above his/her grade level.
Your goal is to find a child who will demonstrate for you how typical literacy skills manifest themselves
at the primary level.
 All assessments should be done in a relaxed, friendly, nurturing setting, i.e. in an ethical way. You may
consider using a reward system (no food) if extra motivation is needed, but most children love to have
the one-on-one time with you; that alone is often reward enough.
 Choose your case study child carefully. This is important. Make sure that this is a child with whom you
can meet with regularly from March - May. You will probably need to meet with this child five to seven
times as you work to complete all the assessments in this case study.
 NOTE: Your case study child does not have to be a person at your placement. You may not use a
member of your family whom you may describe as “close”. If this child is a “distant:” relative, or one
that you that would be easy for you to maintain objectivity, you may consider this child for your case
study. If need be, consider using a child from your neighborhood, church, school, near-by day care
center, or from other placements you have had. Most students find picking a child at his or her
placement the most helpful and easy to do, but it is not required. Some mentor teachers welcome your
case study work because they get new insights on their students; others do not because they see the
assessment time as an intrusion. Discuss this project with your mentor teacher, look at your schedule,
consider the child and his or her family situation, and pick a scenario that will work best for you, the
child, and your mentor teacher.

The case study is divided into eight parts with specific graphic organizer report templates available on
Blackboard:

Gina D. Williams
Part 1. Introductory Interviews Assessments
 In your graphic organizer report, discuss your observations during these sessions and analyze the
responses and demeanor as you see your child respond. Try to draw some conclusions about the child’s
perception of reading based on what you are seeing during the interview and what you observe this child
do in the classroom. Check a list of reading strategies provided on Blackboard. Try to see which reading
strategies this child uses when reading and which ones you think your child should learn and begin to
use. Be sure to comment on these in your report.
 There are other optional tools that you can use to assess a child in this area located on our Blackboard
site.
 Complete the Part 1 Graphic Organizer, submit to Blackboard and Tk20 by due date, and bring hard
copies of student work and data collection to class on due date.

Part 2: Written Expression Assessments (3 dated samples, at least 2 weeks apart on each)
 Collect and analyze three writing samples completed and dated by your case study child. Your target
child must write each writing sample at least two weeks a part.
 After you have completed sample #1 be present to observe the nuances of how the child composes
his/her thoughts in writing for the last two samples. Take observational notes as the child writes.
 Along with this, the child’s writing must be observed over time; hence, the need for three samples.
 As you compile your report: Support your analysis with appropriate citations from our course texts and
handouts, outside readings, and professional journals. Use APA format. Make recommendations for this
child’s growth into the next stage of writing with each of your analyses.
 Complete the Part 2 Graphic Organizer, submit to Blackboard and Tk20 by due date, and bring hard
copies of student work and data collection to class on due date.

Part 3: Phonological Awareness Profile

 The Phonological Awareness Profile by Lingui-Systems. This is a criterion-referenced tool in booklet
form that you will receive in class. It will give you valuable information on the development of your
child’s understanding of the graphemes and phonemes (letters and sounds) used in English alphabetic
principle.
 After administering the PAP, analyze the results – make inferences about the child’s needs and
strengths. Make recommendations for the child’s growth in phonological awareness. Create a chart with
three categories that show how your child performed with these tasks:
 Mastered 90% or better, Progressing 80%-89%, and Emerging 79% or less.
 As you compile your report: Support your analysis with appropriate citations from our course texts and
handouts, outside readings, and professional journals. Use APA format. Make recommendations to
help the child and family members strengthen this child’s phonics and decoding skills. This will be a big
help for when you go to compile the case study report.
 Complete the Part 3 Graphic Organizer, submit to Blackboard and Tk20 by due date, and bring hard
copies of student work and data collection to class on due date.

Gina D. Williams
Part 4: Informal Reading Inventory
 A complete Individual Reading Inventory consists of these three documented parts:
a. Word Lists
b. Record of Miscues
c. Comprehension
 This part of the literacy case study is really the heart of your work with your case study child.
 All the information you need to understand the procedures for each section of the informal reading
inventory parts are in your QRI-6 manual. Lecture, practice, role-play, and your notes will help you
become confident with these materials.
 The profile sheet we use is a modified version of the one in Chapter 10 of our QRI-6 manual, and there
is a copy of the modified form on our ECED 429 Blackboard site if you need an extra copy. I will give
you a copy in class, which you will fill out for your report. Follow the instructions given in class for
how to complete the IRI Profile Sheet correctly. This sheet must be included in your case study folder
and report.
 Analysis of Word List Scores
o Your target child will start reading the words at the very first word list in the QRI-6 manual on p.
86. You will check off each word that the child says correctly in under 3 seconds. You will
write the exact sounds that the child said on the line provided if he/she says the word incorrectly.
Have the child read the next list, so long as the child is successful. If the child gets more than 7
words wrong on a list, stop the assessment.
o You will use the results of this assessment to determine this child’s ability to read words in
isolation and to determine which level you can start a child reading the passages in this manual.
o You analysis will also include a comparison of how the child reads words in isolation as opposed
to reading connected text (or words with a context in a passage).
 Understanding Miscue Analysis
o Following the instructions for proper miscue analysis (Chapter 7), write a report on how the child
reads orally. You are listening for how the child exhibits the three aspects of fluency: accuracy,
pace, and expression as he/she reads. You are also looking for patterns in the types of miscues
he/she makes: initial consonant, medial vowel sounds, or final consonant issues.
o Check if the words the child had trouble reading in context were the same ones he/she had
trouble with when reading the Word Lists. How does the child’s facility with word recognition
change between words in isolation (lists) and words in connected text (passages)? Make
observations about the rate at which the child reads: Does this pace help or hinder making
meaning.
o Monitor and record if the child uses expression and inflections of the voice as he/she reads,
which often demonstrates a higher level of making meaning.
 Understanding Comprehension
o There are two important ways to check if a child is making meaning as they read: free recall
(Retelling) and probed questions. Be sure to check the way a child comprehends right after
he/she finishes reading the passage. First, do a free recall. Ask the child what he/she just read
about. If the child needs more prompting, ask if he/she remembers what the passage was about
at the beginning, middle and the end. Do the free recall first so you can observe what the child
remembers and how the child puts this information together to make meaning. As the child
recalls, be sure to take notes of his/her thoughts.
o Later, read over your notes and see if the child recalls important details, understands the main
idea of the story, and if the child can retell the details or events in sequential order. All of this
gives you valuable information on how the child synthesizes and processes as he/she reads.

Gina D. Williams
  Complete the Part 4 Graphic Organizer, submit to Blackboard and Tk20 by due date, and bring hard
copies of student work and data collection to class on due date.

Part 5: Portrait of a Reader

 Using the work by Dr. Bonnie C. Hill, “Portraits of a Reader”, which is available on Blackboard,
identify the developmental stage of reading your case study child has achieved. Comment on
observations you have made that coincide with the descriptions of the stage as defined by Dr. Hill and
give specific examples to substantiate your designation for your case study child.
 Support your analysis with appropriate citations from our course texts, outside readings, and
professional journals. Using APA format.
 Complete the Part 5 Graphic Organizer, submit to Blackboard and Tk20 by due date, and bring hard
copies of student work and data collection to class on due date.

Part 6: Teaching and Learning Recommendations

 Give five recommendations to implement in the classroom.
 Assessment by classroom teachers should be a basis for planning instruction. Explain what actions you
would take, if you were this child’s teacher, based on these results.
 How would you differentiate instruction for this child in the next few months?
 What data will guide you in planning strategies for this child to use to improve his/her literacy, both for
writing & reading?
 What classroom activities would you implement to strengthen this child’s literacy skills?
 Support your analysis with appropriate citations from our course texts, outside readings, and
professional journals. Using APA format.
 Complete the Part 6 Graphic Organizer, submit to Blackboard and Tk20 by due date.

Part 7: Materials for Family Literacy Activities

 Three different activities (not worksheets) that promote different approaches to reading instruction.
 Five books or literature pieces that will enrich your student’s appreciation of reading.
 Two Internet resources that the child can use with a parent to enhance word attack skills,
comprehension, or reading appreciation.
 Support your recommendations with appropriate citations from our course texts, outside readings,
and professional journals. Using APA format.
 Complete the Part 7 Graphic Organizer, submit to Blackboard and Tk20 by due date.

Part 8: Teacher Candidate Self-Reflection

 Explain what you learned from completing this case study. In a concluding section, with multiple
paragraph breaks, explain what you have learned about how children learn to read.
o What understandings about literacy development have you gained by assessing this child?
o How did the theory of reading development that you have studied in your college classes match
up to the practical experiences you had with a young child learning to read?
o How do you see the five essential elements of reading play out for a child as he or she learns to
read?
o What will you take with you from this work with a young reader into your own classroom to
ensure literacy development for your future young readers and writers?
 Support your reflection with appropriate citations from our course texts, outside readings, and
professional journals. Using APA format.
 Complete the Part 8 Graphic Organizer, submit to Blackboard and Tk20 by due date.

Gina D. Williams