With Information From Chapters 3, 4, And 5 Read And R 460243
With information from chapters 3, 4 and 5 read and response to the t
Read the following scenarios and provide a diagnostic feedback on David and Mark.
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Scenario 1: David
David, a 10-year-old boy who recently completed fourth grade, was brought to the Reading Center due to persistent reading difficulties documented since early schooling. His physical development is normal, with no vision issues apart from a prior infant surgery for cross-eyes. Despite regular vision checks, his vision is within normal limits. Although he enjoyed sports like running and swimming, he disliked sports requiring motor skills such as catching, and he developed an aversion to reading after experiencing repeated failure, opting only for easy, large-print books.
His academic records show ongoing reading challenges, particularly in oral reading, where he often loses his place. His self-report indicates he reads only when assigned and understands its purpose as information gathering. During assessment, he displayed adequate oral reading and comprehension up to second-grade levels, but his word recognition broke down at third grade, hindering comprehension. His miscues often involve supplying contextually appropriate words without attempting phonetic decoding. His vision screening, supplemented by ophthalmologic examination, revealed issues with depth perception and binocular vision, though his near and far point vision are normal.
Given this background, consider environmental factors such as his developing negative attitude toward reading stemming from past failures, and individual factors including possible visual perceptual difficulties, particularly binocular vision issues that may hinder decoding and tracking during reading.
Scenario 2: Mark
Mark, 14 years old in eighth grade, was referred due to concerns about his reading progress and classroom performance. His early years were marked by normal developmental and physical health. His parents actively engaged him in reading, but recent family changes, including parental work commitments and separation, limited his support. Although he is socially popular, he shows little motivation for schoolwork and perceives reading as difficult and uninteresting, apart from his interest in baseball, which he follows avidly.
Assessment indicates that Mark can read through eighth-grade passages with near-perfect word recognition; however, he struggles with comprehension, especially in understanding concepts, distinguishing main ideas, and applying study strategies to texts like social studies chapters. He employs no effective reading strategies and demonstrates poor engagement and initiative during diagnosis. His motivation appears low, and he exhibits passive participation, often "going through the motions."
Environmental factors, such as reduced parental support and motivation, combined with possible cognitive processing difficulties pertaining to comprehension and strategic reading, likely contribute to his reading struggles.
Based on these cases, provide a diagnostic analysis focusing on related environmental and individual factors, identify the type of reading difficulties, recommend appropriate grade-level instruction, and suggest intervention strategies tailored to each student’s needs.