Laney: A Case Study

Laney is always prepared and ready to work when class begins. She is always eager to learn new academic concepts and works extremely hard in class. In math and social studies, she shows average skills, however, in science, Laney is above average. Laney does show ambition to learn reading concepts, even though this is a tough subject for her. Ms. Jacobs did administer a reading assessment on January 7, 2018, and discovered Laney has difficulty with decoding. As a result, Ms. Jacobs worked with her on letter-sound correspondence and sight words. After three weeks of collecting data, Ms. Jacobs used the four-point rule to determine whether Laney had made progress. According to the data, Laney was on target for the first three data points, which

were around the goal line, however, the last three data points did fall below the goal line. As a result, Ms. Jacobs did refer her for a special education evaluation (IRIS, 2008).
When Ms. Jacobs calls on students in the class to answer questions, Laney begins to slouch in her seat and pretends to be busy. When she is called on, Laney usually can answer the question, however at a slower pace and with help from Ms. Jacobs. She does work well in group activities and puts in a good amount of effort into the assignments. Ms. Jacobs is not aware of any trauma, environmental, or cultural disadvantages that would be linked to her struggles with reading. Her parents did indicate that there were no hearing or vision impairments which could have been related to her reading struggles (IRIS, 2008). Laney is well-liked among her peers (IRIS, 2008) and does not involve herself in any drama at school. She is friendly to all of the students and is willing to help in any way she can. On the weekends, Laney loves to go moose watching with her family and enjoys the outdoors. In addition, she loves to ride her bike, skateboard, swim and play hockey.