Reading Readiness:
Case Study of Robbie

By Jim Hetherman

Robby, age 5 years and 8 months, is in his 9th month of kindergarten. Although his primary language is English, Spanish is often spoken when his family gets together for many extended family gatherings. Robby lives with his natural mother and father. He is the youngest in the family, and has two older brothers and a sister. Six months ago, his teacher said, Robby's parents were having second thoughts about Robby's readiness for kindergarten. They thought that maybe they should have kept him in day school another year because he wasn't showing the kind of maturity that they had experienced with their other three children. In fact, Robby's oldest brother is very advanced for his age, his parents reported, and was often called "gifted" by his teachers. One wall of the classroom has paper sunflowers, with the each child's picture in the center, set to the height of each child; Robby is the shortest child in the class.

Observations

When compared to other students in his class, Robby appears to be very immature. His rug position is directly in front of the teacher. When most other students were looking at the pictures in the big book during read aloud, for example, Robby often looked around the room and out the window. He often puts his fingers in his mouth. When his teacher asked for predictions about the story, Robby didn't raise his hand. When he was called upon, he smiled shyly and, speaking very softly, gave a two-word utterance. The utterance was on track, giving the impression that Robby was listening and comprehending. The teacher expanded on Robby's utterance to demonstrate how her question might have been answered. During independent work time, Robby chose activities that he could perform alone. When assigned to role-play in the kitchen with other students, Robby did not assert himself, and let the other children pick his role for him. The other children appointed him the "little boy" and Robby seemed content with that.

Reading Readiness

A review of Robby's portfolio and other information from the teacher indicates that Robby is acquiring readiness for reading on a par with other children in the class, with the major exception of the use of oral language. On graded work, the teacher uses a five step Rubik with "faces" ranging from "very happy" (excellent work) to "very sad" (poor work). Robby's Rubik is almost always "happy" or "very happy". He knows all the letter sounds and names. In one assessment, students were asked to clap the number of syllables in each word said by the teacher. Robby could do this consistently for three syllable words, although his claps were very faint. Robby could point out where to begin reading and where to go next. He could identify the first word in both lines and sentences, and could point out question marks and periods as well. He knows short and long vowels, but has difficulty with consonants and blends. He often substitutes consonants, and omits or adds sounds. The teacher noted that when saying the "t" sound by itself, he says "ta", and has difficulty in pronouncing CVC combinations. A major problem is that in order to hear and understand him, one has to listen very carefully, because Robby speaks so softly; if there are distractions going on in other parts of the room, Robby focuses on the distraction. When it comes to participating in the class and using spoken language for communication, Robby is well below his peers.

Interview

Robby indicated that he enjoyed reading and that he liked reading for fun. He said he liked all kinds of picture books. He particularly liked using the computer. The class has the "Waterford Early Reading Program" installed, and each student uses it everyday. Robby demonstrated his use of this system. The system allows students to work at their own pace, within the boundaries set by the teacher. The program emphasizes print concepts, letter knowledge and phonological awareness, with built-in animation and music. I found it enchanting myself. Because the system uses earphones and allows the student to focus on the screen, distractions are minimized. But one drawback was obvious: students like Robby can feel successful without ever having to say a word. This program was Robby's most favorite activity. Robby's second most favorite activity was reading picture books with companion books on tape. When questioned about the material he read, reread or listened to, Robby demonstrated that he understood and remembered details. He didn't hesitate in our one-on-one, and could find the words he wanted to say quickly. Robby didn't dislike any classroom activity, so he said. His least favorite thing was playing with others in the kitchen, but when I asked him why this was so, Robby shrugged his shoulders. His next least favorite thing was sharing. When asked if he likes writing, he said he liked it at home but didn't like writing in school because he didn't want to be called on to share.

Strengths and Needs

Robby needs to increase his speech and improve the accuracy and intelligibility of his oral language. He needs to acquire better discrimination between certain sounds, particularly consonants and blends. He needs to more fully participate in classroom activities, particularly those that require him to volunteer, interact and share with others. On the other hand, Robby's strengths seem to be in the area of comprehension. He is acquiring meaning from his literacy activities. Robby has acquired good concepts about print.

Improvement Activities

In order to succeed in first grade, Robby is going have to become a much better communicator. He needs to be able to read aloud the words that he knows, volunteer answers when he knows them, and assert himself in groups. At this point, we don't know if Robby's developmental delay is due to some specific language disorder that could be corrected with speech therapy, due to excessive shyness, or due to immaturity that may correct itself with time. A speech therapist and school psychologist should evaluate him. Over the next few months, the teacher, school and parents are going to have to decide whether to retain Robby in Kindergarten for another year or let him enter First Grade. Specific measures that should be taken include the following:

1. Robby needs to practice reading aloud, and rereading aloud over and over again. His teacher or tutor needs to model how reading is done with particular attention to CVC combinations, stress, intonation and general volume or loudness. A tape recorder-player needs to be used so that Robby can listen to what is read and compare how he sounds.

Reading, rereading, modeling and rereading are needed so that Robby will see how reading is done, and be able to compare and build upon each experience.

2. Robby needs to be assigned to groups with children who won't always dominate him. The teacher should assign the roles so that Robby will get a turn at leading as often as any other child. This group work (in literacy centers and literacy play centers) should be observed closely, and the teacher or aide should discuss the group's performance with them, and suggest ways the group might improve.

Group work where Robby has the chance to lead as well as follow is necessary in order to build self-confidence and self-esteem. Good readers need self-confidence so that they will not be too fearful of reading aloud in front of others.

3. Robby is very interested in using the computerized learning system. He should be appointed at a helper to assist other children who may have problems with the computer, and as an ambassador to help demonstrate the system to visitors. Robby should also be assigned the task of writing down his experiences in a journal (using his own words and drawings), and explaining his experiences to the rest of the class.

Using Robby as a helper with the computer will do four things.

1. It will help other students who are having problems using the computer.

2. It will help change Robby's standing with the rest of the class, as he will be seen as someone who knows enough about something in order to help them when they have a problem.

3. It will provide Robby with success stories and experiences which will improve his own self-image.

4. It will encourage him to talk-he will experience first-hand the communicative purpose of language. As a class ambassador, Robby will gain experience in communicating with people of differing backgrounds, and will obtain over time the skills needed to adjust his language to the level and needs of his communication partners.

4. The teacher needs more cooperation from the parents. The parents should be instructed to take Robby with them on errands and other activities in the community, and to involve him as much as possible. He must see and participate first-hand in language-based activities. Parents must take every opportunity to point out environmental print, and to show Robby how such print is used to accomplish everyday things. Robby needs keep a journal of these activities and build a portfolio of pictures, papers and objects that he can share with the class.

Maybe four children were too demanding on his parents, and maybe his parents did not give him the kind of attention he needed. We don't know all the reasons for Robby's shyness. Community involvement will provide Robby with real life experience that can be brought back into the classroom environment and shared with other students. Sharing his community journal and portfolio will also help build the confidence that is needed for him to become a good reader.