Case Study ADHD Grade 1 student

 The case study conducted on XTZ, a seven-year-old first-grader, focused on his reading abilities using the Informal Reading Inventory (IRI). The purpose of this study was to assess his independent, instructional, frustration, and listening capacity levels, and to identify his strengths and weaknesses in reading. 

Studying an individual child allowed for a deeper understanding of the struggles that struggling readers may face. It also revealed common errors made by readers, such as misinterpretation of words and difficulty with letter sounds. This understanding will inform future teaching practices, such as the importance of administering assessments in a quiet environment and considering the time of day when students may be more or less inclined to engage in reading activities. 

The completion of the IRI with XTZ also led to the discovery of new strategies that can be implemented when working with ADHD students who struggle with reading. Research shows the benefits of shortening assignments and providing prompts and checklists to help with attention and focus. It also emphasizes the importance of breaks and regular assessments to track progress. This case study has expanded the knowledge and resources for working with struggling readers, specifically those with ADHD. 

In addition to enhancing teaching strategies, this case study enriched the learning experience for the researcher as well. It highlighted the importance of seeking guidance and advice from colleagues and mentors, who may have more experience and can share valuable insights on how to approach and support struggling students. 

Conducting a case study on an individual child also helped avoid grouping all struggling readers in a broad category, and instead, focus on individual strengths and areas for improvement. It reaffirmed the need for differentiated instruction and the importance of adapting lesson plans to accommodate the learning needs of each student. This can include alternative modes of assessment such as drawing instead of writing for students who struggle with writing. It also emphasizes the benefits of pairing struggling students with stronger students as peer learning can be an effective tool. 

The coursework at the graduate level has adequately prepared the researcher to conduct and write up this case study. Previous courses focused on children's cognitive development and how play can aid learning. These concepts were integrated into the case study by making reading activities intriguing and entertaining for the struggling reader. 

If allowed to conduct this case study again, the researcher would choose a student in a higher grade to expose herself to different materials and further develop her skills in working with struggling readers. Additionally, she would conduct additional research on assessments for students with ADHD to enhance the paper's sources and information. However, this case study allowed for a better understanding of working with struggling readers and broadened the researcher's knowledge and skills in this area.