The Influence of Word Building Strategies on a Delayed Reader

Abstract

This case study of one child was conducted during the school year when the child was a third grader. His reading ability was below grade level. He was unable to read fluently although he was able to speak fluently and articulate his thoughts. This study showed that, through word building using onset and rime patterns and analogies along with reading leveled and series books, reading ability could be improved. Metacognition played an important role in this study. The child was able to understand the need to think as he was reading and writing. This was probably the most significant aspect of this study.