Creating an effective early reading plan takes practice. Young readers are learning to process language,
increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young
learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs
assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan
become an effective intervention.
Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the
Student: Kale Age: 6.7 Grade: 1
Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new
teacher is concerned about his reading skills, particularly his decoding and sight words. His school records
have not arrived from his old school, but his parents said that his previous teacher had asked to meet with
them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary
spoken language is French. English is Kale’s second language. His parents struggle with speaking English and
need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and
not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s
parents are currently unemployed.
Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers
recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he
encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound or
guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension
questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher
has scheduled a meeting with Kale’s parents to discuss the assessments.
The teacher developed the following instructional goals for Kale:
Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.
Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the
main ideas, three out of four trials.
Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it
out) and then say it “fast” (reading as a whole word), accurately and automatically.
After listening to a story, Kale will recall three or four sequenced events.
Shown sight words, Kale will state the word automatically.
Part 1: Reading Strategies
Summarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy and
specific tips for implementation.
Part 2: Instructional Goals
In 250-500 words, complete the following:
Sequence each of Kale’s instructional goals described in the case scenario in the order you would address
them with him.
For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will
assist Kale in achieving the instructional goal.
Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that
Kale’s parents can use at home.
Consider the effects of having moved to a new place, learning English as a second language from parents not
proficient in English, and any cognitive processing problems that should be formally assessed. Explain how
these issues should be considered to further assist Kale.
Support your summaries with 2-3 scholarly resources
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