Read the following case study of Joshua below: complete a 600-750-word Early Reading Plan that covers 2 of Joshua’s areas of strength and weakness that include the following:

• Write 3 academic goals for Joshua that is detailed and measurable.
• For each goal include a timeframe, tools used, how the teacher will monitor, and assess Joshua’s progress.
• For each of the 3 goals, describe a strategy that is appropriate for different learning styles, subject areas, teacher collaboration, and how it will help Joshua achieve his goal. Cite research sources that support your decision-making.
• Choose 1 of the 3 goals, identify and describe one independent practice activity that Joshua’s family can use at home to support him and his goal.

Case Study: Joshua is 9 years old in the 4th grade

Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua’s reading choppy. Joshua’s special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua’s mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week.

Include a reference page and make citatations if needed

Resources:

Review “Improving Reading Comprehensions in Kindergarten through 3rd Grade,” on the U.S. Department of Education. website. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdf

Read “Adolescent Literacy: What’s Technology Got to Do With It?” by the National Center for Technology Innovation and Center for Implementing Technology Education (2010).

http://www.adlit.org/article/35792/