The literature review of “Student X” is broken down into three focus sections. The first section will discuss Student “X”’s history prior to entrance into school and school history from Pre-K to his present 3rd grade year. The second section will address actual test results and physical disabilities. The third section will address possible intervention strategies.
History of Home and School Life
Student "X" was born on August 16th 2001. His father is a mechanic and his mother stays home with him and his sister. Prior to starting school he had some traumatic events that could have led to his being behind in school both socially and academically.
When he was a baby his father was throwing him up in the air under a ceiling fan when he was thrown to high which resulted in the fan blades hitting his head several times. This was a severe blow to a baby's still developing skull. There were no outward signs of injury to the parents and he was not taken to a physician. Later, when he was four years old, he turned a golf cart over end to end and suffered another head injury with a severe cut over one eye. Again, there is not any medical evidence that these incidents caused any cognitive damage. It must be noted however, that the full extent of a head injury may not be determined immediately. In an article from Children's Hospital Boston it is noted that trauma "...may be revealed with a comprehensive medical evaluation and diagnostic testing" (www.childrenshospital.org) The diagnosis of a head injury is made with a physical examination and several diagnostic tests. During the examination family and asks how the injury occurred. "Trauma to the head can cause neurological problems and may require further medical follow up."(www.childrenshospital.org). His mother feels that these events may have contributed to his learning problems.
Student "X" also had some emotionally traumatic events occur before the age of five. His maternal grandfather was very ill and his mother spent a lot of time helping him during his illness. Student "X"'s mother admits to not being there as much for him as she was for his older sister due to her father's illness. She stated in a parent teacher conference that she did not read to him regularly and that his father was there with him more than she was during this time. Two interesting things occurred during this time. First he was not read to as a young child. It is widely known that, "By reading to our kids in the early years, we lay the vital foundation for raising a reader."(http://www.littleonesreadingresource.comchildrenss-stories.html). By continuing to read on a regular basis and then encouraging independent reading in the later years, we build on this foundation."(http://www.littleonesreadingresource.comchildrens-stories.html). Student "X" did not have the benefit of being read to. and engaging in pre-reading actives.
It must also be stated that at four years of age he witnessed his maternal grandfather's heart attack and the chaotic scene that followed with paramedics, an ambulance, and frantic, hysterical relatives. It is possible that he experienced some form of post traumatic stress syndrome due to witnessing this event. Heather Mohay and Nicole Forbes show evidence of this in their article by their indication that, "PTSD can have significant adverse effects on a child’s functioning ability (Mohay & Forbes 2009). It is frequently associated not only with behavior difficulties, but also with a decline in academic performance. For example, Shannon, Lonigan, Finch, and Taylor (1994) found that 51% of children who were diagnosed with PTSD following Hurricane Hugo experienced a decrease in school performance, compared to 28% of children without a PTSD diagnosis. Hence, PTSD can have long-term effects on children’s development and academic achievements (Weems & Overstreet, 2008)." Student "X" entered Pre-K just after witnessing the death of his grandfather.
He entered as a very young Pre-school student having just turned four on August 16th. There are several teachers and administrators that might say he started school at a disadvantage being an August baby. Research has shown that summer month babies often have trouble if they start school so soon after their 4th or 5th birthday because of maturity issues. However, many doctors and educators feel that, "age is not a predictor of academic success."(L.B. Smith,2009) Smith also states that by third grade, there is no measurable academic advantage to delayed entry and that children who entered school relatively young did not appear to be disadvantaged academically in the long-run(L.B. Smith2009). In Student "X"'s case, however, he is now 3 to 4 grade levels behind.
Student “X” comes from an economically disadvantage home. Both parents are involved with “X” in different ways. His father is reluctant to admit the “X” has any problems. Student “X”’s information begins with his Pre-K report card. It is important to note that children in low income families benefit greatly from Head Start Pre-K programs. Research has shown that public pre-kindergarten programs increase high school graduation rates, improve academic outcomes, and reduce the number of children who require special-education services, says Marci Young, the director of Pre-K Now(Moran, 2010). Information from his report card shows that “X” was absent 21 days in Pre-K, 17 days in Kindergarten, 28 days in first, and 15 days in second. It also shows that “X” was low in oral language and some concepts about print. He was also low in pre-writing skills and letter recognition. In Kindergarten he was absent 17 days. Research shows that children who are excessively absent from school are at risk for various negative health and social problems(Dube & Orpinas, 2009).
The Assessments given to Student “X” show him to be 3 grade levels below his current 3rd grade level. According to the Reading A-Z reading site he is reading on a Level F (1st grade level). He is, in their definition an Emergent Reader. Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words. Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes ( http://www.readingaz.com/guided/stages.html).
Several tests from the Qualitative Reading Inventory 4 were given. When given the Word List Inventory Student "X" scored in the Instructional level on the Pre-Primer word list scoring an 80%. When given the Primer word list he scored a 75% which kept him in the Instructional level range. When moving to the 1st grade list, however, he scored a 65% and a 40% on the 2nd grade word list. This score shows him to be at an instructional level 4 grade levels below where he should be as an end of the year third grader.
Student "X" is showing some signs of dyslexia and will be tested for that as well. He still reverses many letters when writing and he often reverses letters when reading as well. Dyslexia could be a factor in his low reading performance. He is very verbal and imaginative. He enjoys drawing and making up stories. His writing far exceeds his reading ability. When given the Writing Vocabulary Observation from the Marie M. Clay Observation Survey, he tested higher. Although he was on a 6.01 - 7.0 year scale, he scored in the 6th Stanine group. This was the highest he scored on any test given. Research has shown that dyslexia could possibly by a difference and not a deficit. A study between dyslexics and nondyslexics showed that nondyslexic students scored higher in visual verbal memory of words for abstract concepts(Tafti,Hameed,Masoor,Baghal,2009). However, Dyslexic students performed significantly better in visual and audio memory of concrete words compared to abstract concepts; their visual-spatial memory was better than their visual-semantic memory, and their pictorial memory was also better than their verbal memory(Tafti,Hameed,Masoor,Baghal,2009). Dyslexic students scored higher than nondyslexics for original thinking and equally as high in overall creativity. (Tafti, Hameed, Masoor, Baghal, 2009)
Student "X" has been diagnosed with ADHD and is on a low dose of Straterra. It is known that ADHD and Dyslexia is inheritable (Faraone &Doyle, 2000: Fisher & DeFries, 2002) Student "X"'s mother remarked that when she read the list of symtoms of ADHD she wondered if she and his father could possibly have ADHD. Diagnosis of either ADHD or dyslexia is more prevalent in boys than girls (Rutter et al., 2004; Willcull e al., 2003b). It is estimated that 15-40% of children with dyslexia are also diagnosed with ADHD and 25-40% of children with ADHD also have dyslexia. (Semrud-Clikeman et al., 1992: Willcutt & Pennington, 2000).
Possible Intervention Strategies
Intervention strategies that have already been taken include, a phonics based program entitled, Teach Your Child How To Read In 100 Easy Lessons, use of Leveled Readers from A to Z Reading and the school adopted Scott Foresman reading series, and daily writing and dictation practice. He will be tested for dyslexia and other learning disabilities before the year is completed. The diagnostician, the counselor and myself have all began the process for further testing. Dyslexia intervention is offered our school and if coded dyslexic he will be able to take the TAKS test in a "dyslexia bundle" format.
References
Aaron, P.G. (1995); Reading interventions
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Dube, S. & Orpinas, P. Absenteeism in Schools
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Jacobson, C. (1999) Dyslexia (10769242)
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Lonigan, C.J., Shannon, M.P., Finch, A.J., Daugherty, T.K., & Taylor, C.M. (1991).
Children’s reactions to a natural disaster: Symptom severity and degree of exposure.
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Mohay, H & Forbes , N. (2009) Post Traumatic Stress in Children.
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Smith, L.B. (2009) Parent and Teacher Priorities for Kindergarten Preparation," Child Study Journal, Volume 18, Number 2, p. 61.
Tafti, M. , Azkauan H., Masoor A., Baghal N. (2009) Social Behavior and Personality
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Weems. C.F., & Overstreet, S. (2008). Child and adolescent mental health research in the
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