ANSWER

Here are the strengths John possesses that Tessa could build upon based on the data presented in the case study:

    Fluent Oral Reading: John reads science and social studies sections with a great deal of fluency. His oral reading abilities are said to be faultless. This shows that he has excellent decoding abilities and precise word pronunciation.

    Reading Fluency: John cancan read social studies and science passages easily, despite having trouble with some vocabulary words and concepts. This suggests that John can understand readings just superficially.

The following are some ways Tessa might help John feel like a member of the class community and improve his reading techniques:

    Vocabulary training: Tessa may concentrate on explicit vocabulary training, given that John has trouble understanding several words (such as vengeance, comrade, foundation, and artisans). Before reading a piece, she may introduce new words, explain, and talk about the context in which they are used. As a result, John will gain a deeper comprehension of important terminologies and ideas.

    Tessa might teach John techniques for determining the meaning of unknown words from context. He can develop his comprehension abilities and make reading more interesting by being encouraged to infer word meanings from the surrounding phrases.

    Tessa could set up small discussion groups that allow pupils to discuss what they have read. By including John in these discussions, you will encourage him to actively digest and assimilate the material you are having him read while also making him feel like a valued class member.

    Tessa can offer experiences with scaffolded reading. This entails segmenting difficult texts into digestible chunks and escalating the challenge gradually. John can begin with simpler readings and progress to harder ones as his vocabulary and comprehension grow.

    Reading Aloud: John’s strong oral reading abilities can be strengthened by including reading-aloud activities. Tessa can have him read passages aloud to the class, which will give him more confidence and allow his classmates to notice his fluency.

    Tessa could use interactive exercises, including role-playing, collaborative projects, and reading-related games. John can connect with his peers because the learning process is more interactive and collaborative.

    Individualized Attention: Tessa needs to attend to John’s requirements individually. She can discover his unique issues through regular one-on-one meetings and adjust her help accordingly.

    Positive feedback: John’s self-esteem and motivation to keep improving his reading skills can be raised by routinely recognizing and applauding his efforts and development in front of the class and privately.

Tessa can help John develop his vocabulary, feel more at home in the classroom, and become more self-assured about his reading skills by focusing on his strengths and applying focused assistance tactics.

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