Case study: assessing reading skills in a student with learning disabilities and implementation of direct instruction learning

Abstract

Cilj ove studije slučaja bio je da identifikuje specifične poteškoće u čitanju kod učenika sa poteškoćama u učenju, i u odnosu na njih predloži implementaciju savremenog metoda podučavanja čitanja (metod direktnog podučavanja). Ispitanica je odabrana u dogovoru sa nastavnim kadrom zaposlenim u srednjoj školi „Memorijal“ u gradu O Kler, Viskonsin, SAD. Procena veštine čitanja izvršena je primenom sledećih mernih instrumenata: Dinamični pokazatelji osnova ranih sposobnosti pismenosti (DIBELSTM) šesta edicija - subtest ne- reči i Procena Primarne Fonemske Svesnosti preuzeta iz indeksa „G“ udžbenika „Direktnog Podučavanja čitanja“ (Carnine, Silbert, Kame’enui, & Tarver, 2004). Istraživanje je sprovedeno na proleće 2013. godine. Utvrđeno je da učenica koja je u to vreme pohađala deveti razred, čita na nivou učenika koji pohađa prvi raz- red osnovne škole. U odnosu na dobijene rezultate predložena je intervencija primenom metoda direktnog podučavanja čitanja.The purpose of this case study was to identify specific difficulties that emerge during reading, and based on those specific problems recommend a Direct Instruction lesson plan for pupils with learning disabilities. The subject for the study was recommended by the teachers working in Memorial High School, Eau Clair WI, USA. We used Dynamic Indicators of Basic Early Literacy Skills TM, 6th Ed. and Appendix G Primary Phonics Assessment (Carnine, Silbert, Kame’enui, & Tarver, 2004) as a screening tool, to assess the current reading skills of our subject. This case study was conducted in the spring of 2013. We found that our subject, who was in the ninth grade at the time, read at a first grade level and created a set of lesson plans using the Direct Instruction model that meet her specific needs