Case Studies: Fluency Strategies

Case Studies: Fluency Strategies
Student’s Name
Institution
Case Studies: Fluency Strategies
Case Scenario 1
The academic goal for this case study is to ensure that all students can easily and accurately decode multisyllabic words for positive outcomes at the end of the school year. The approach that will be utilized for this case is the morphological word chunking approach. It involves splitting long words into morphemes (Louden, 2019). There will be daily sessions for four weeks. Each session will go for 30 minutes. The sessions would be multi-sensory. Every day, the session will start with a video clip introducing the multi-syllable words of the day. Then, the students will be instructed on how to decode the word by chunking them. Next, they will practice reading the words orally and practice how to sort the words morphologically. According to Louden (2019), word sorts that include a prefix, suffix, inflectional and derivational morphemes, and different parts of a speech are ideal in a morphological word chunking intervention. Finally, they would practice how to write the words they have learned to read.
According to Heggie and Wade-Woolley (2017), this strategy is beneficial to students. Strategies that focus on morphology are ideal when teaching students to decode multisyllabic words because, morphologically, most of these words are complicated. Thus, when the strategy addresses the morphological aspect of such words, it becomes easier for students to decode them and ultimately become fluent in reading. In addition, this strategy will help students decode multisyllabic words and read other unknown words and help them determine whether certain letters, when used before a word, form a prefix or a root (Heggie & Wade-Woolley, 2017). It enables students to read all sorts of words with ease.
The sessions would take place daily for four weeks which means that there would be 20 sessions in total. The decision to use this number of sessions is based on the fact that the current response to intervention settings usually takes four weeks (Louden, 2019). Therefore, thirty minutes sufficiently allow the instructor to cover the lesson plan without the students becoming distracted.
Case Scenario 2
The academic goal for Emma is to make sure that she will be able to read a passage fluently by improving her reader self-concept. According to Bessing (2017), reader self-concept refers to how students perceive themselves in relation to reading and their proficiency in reading. The approach that will be utilized to help Emma achieve her goal will involve confidence-building strategies. These include using words of encouragement and positive remarks about her reading just before Emma starts reading a passage. Usually, students develop low self-concepts because they are not confident in their reading abilities. Emma will receive an instructional session where she will be given passages to read loudly. The sessions will take place every day for four weeks, on top of the usual classroom reading sessions. There will be twenty sessions in total, and each will be 30 minut...