Lauren Background: A Case Study
The rights and wrongs of the general and/or special education teacher and Responsiveness to Intervention (RTI) is demonstrated in case studies, which can be effective tools for learning. Interventions that address the development of students can be a delicate process because of the many different factors, both external and internal (from social to economic environment to biological/psychological disabilities) that need to be considered before the right intervention can be performed. This paper will use the case study of Lauren Background in order to better understand how interventions can help and/or hurt a student's progress.
Lauren is a young student, 10 years old and in the 3rd grade, whose reading level has consistently declined over the past year. In 2004, her reading level using the Idaho Reading Indicator was at or near grade level. Four months later at the start of 2005 and midway through the school-year, her reading level had dropped to below grade level. Instead of advancing, the scores showed that she was regressing. This trend continued through 2005 and the various interventions that were utilized (more time spent in different reading level groups, including a very small 1-on-2 group with special teacher focus) did nothing to reverse this trend. Lauren's scores continued to fall. Different books and approaches were utilized as well to help Lauren recover and different tests were conducted, such as the DIBELS oral reading fluency assessment -- but Lauren still felt short of her reading goals.
Evaluation: What is Being Done Correctly
What is being correctly done in the case of Lauren is that she is being shown attention and given extra assistance as a means of helping her to develop and boost her reading skills so that they are where they should be...
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