Lilah Cesario Case Study
Lilah Cesario is a first grader at Southampton Elementary School. She is currently five years old and eleven months old. She is a new student at Southampton Elementary School and has been tested before for ADHD. On October 30, 2017, I got to do running records with Lilah in her home. Her easy level was determined to be a level F, the instructional level was G, and the hard level was I. To determine her easy reading level she read, Are You Okay? There was one error, which did not have any effect on her comprehension of the story. One word was simply omitted, but sentence meaning and structure was not affected. Her self-corrections were all based on visual information, she used synonyms for the word presented. For example, used the word upset instead of sad, then when looking at the sentence again realized. Before beginning to read each page, she would carefully look at each
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Before reading Billy Gets Lost, Lilah asked to do a picture walk, then after her picture walk she began reading. When Lilah came to a word that she later self-corrected she would follow that sentence with her finger, using visual information to notice she had made a mistake. Any error that was made did not alter any meaning or syntax of each sentence. Finally, Lilah read Arthur’s Bad-News Day, which was determined to be at her hard level, as a level I. During this book Lilah made errors that maintained meaning and syntax with the occasional use of visual information. When looking at the reading comprehension questions, Lilah struggled most with making inferences, character analysis, and cause and effect. When moving forward with Lilah I would like to work on using all visual information to help self-correct. I would also like to build on her ability to character analysis. I would use characters that are from her independent reading books, and use charts to analyze the characters in
Before reading Billy Gets Lost, Lilah asked to do a picture walk, then after her picture walk she began reading. When Lilah came to a word that she later self-corrected she would follow that sentence with her finger, using visual information to notice she had made a mistake. Any error that was made did not alter any meaning or syntax of each sentence. Finally, Lilah read Arthur’s Bad-News Day, which was determined to be at her hard level, as a level I. During this book Lilah made errors that maintained meaning and syntax with the occasional use of visual information. When looking at the reading comprehension questions, Lilah struggled most with making inferences, character analysis, and cause and effect. When moving forward with Lilah I would like to work on using all visual information to help self-correct. I would also like to build on her ability to character analysis. I would use characters that are from her independent reading books, and use charts to analyze the characters in