Integrating Evidence-Based Approaches to Address an Adolescent’s Word-Level Reading Challenges: A Case Report

This case report describes a decoding intervention that was developed for and implemented with a 15-year-old female with significant word-level reading challenges. The intervention integrated multiple evidence-based approaches to improve decoding, including instruction in (a) phonemes-graphemes (sounds-symbols) that the participant did not know at pre-test, (b) high-frequency morphemes, and (c) flexible syllabication. In addition to this, midway through the nine-session intervention, reading fluency opportunities were introduced through non-repetitive reading fluency practice with researcher feedback. Post-test assessments revealed improvements across all measures compared with pre-test scores including on oral and written language, decoding, spelling, sound-symbol knowledge, reading level, self-concept as a reader, and self-efficacy in reading. Particularly noteworthy was her growth of 1.5 standard deviations on a standardized decoding measure, two standard deviations on sound-symbol knowledge, and five grade-levels of her reading level. This intervention demonstrates promise as an efficacious and efficient way to treat adolescents’ decoding skills.