I focused on improving his self confidence as well as his reading level. Are these two variables linked to each other? I learned that Billy did not have much stamina when it came to completing a task, and lost focus very easily. Additionally, he did not have much motivation to complete the task, and did not ever seem to think he had the ability to do it. The use of task contingent awards was an effective way to combat this issue, and often gave him the extra push he needed.
I noticed a great way to spark interest in him was to get books that he liked to read about. For example, books about snakes. This was inarguably his favorite thing to talk about. Additionally, providing positive reinforcement and complimenting him on what he did well, rather than pointing out what he did wrong. By doing this, I could have seen an immediate switch in Billy's behavior, and a strong desire to succeed.
Additionally, I did a lot of scaffolding and individual support reading with him. I believe that this created a sense of security for him. I also did a lot of assessments including spelling inventories, reading assessments, and phonemic assessments. These all helped me to inform my instruction in ways that could suit him.
I have a few more strategies I would like to implement. These include activities with digraphs and blends, as this is an issue for him with reading and writing. I would continue to do further assessments and strategies that would bring his reading level up to par.