Setting: This interview took place in a school conference room. The following were present: clinician- Ms. Gentry, client-Jordi Oliveris, and the client’s parents- Mr. & Mrs. Oliveris. Jordi is a 7 year six month old first grader who is having trouble learning to read and is slightly unintelligible. This meeting was called in regards to Jordi’s problems at school. This family has recently moved out of a predominately Spanish area to a more English speaking one. Jordi’s parents thought he would “out grow” his inability to say all of his sounds correctly and therefore refused any services to help him until now. They both agreed to come to this meeting with hopes that something can be done to help him with the production and recognition of his sounds. Since both, Mr. & Mrs. Oliveris, speak Spanish as their native language; Mrs. Oliveris will speak for them because she is the most fluent in English. The following is an excerpt from the meeting:

Ms. Gentry: Hello Mr. & Mrs. Oliveris and welcome to Hemphill Elementary. Hi Jordi, it’s good to see you again. First off, I would like to clarify why we are here today. Is it true that Jordi has been having trouble learning to read?

Mrs. Oliveris: Yes that is correct.

Ms. Gentry: Can you tell me a little more about his trouble in reading.

Mrs. Oliveris: Well, ever since the other children have started reading, Jordi has fallen far behind. His teacher has even sent home notes that say he doesn’t recognize all of the letters in the alphabet or the sounds the letters make.

Ms. Gentry: Has the teacher reported any other behaviors about Jordi?

Mrs. Oliveris: She said he often appears to be shy in the classroom but he is never this way at home. She also said she thinks he gets frustrated with her when she asks him to repeat something when she doesn’t understand him and he just throws up his hands and says, “never mind.”

Ms. Gentry: Are there any particular concerns you would like to address before I speak with Jordi?

Mrs. Oliveris: His father and I are worried that maybe he will have trouble because the past neighborhood we lived in was a lot more Spanish oriented and we just want him to be able to fit in and communicate with the other children.

Ms. Gentry: Okay, now I am going to talk with Jordi for a minute. Jordi, how are you today?

Jordi: fine

Ms. Gentry: Jordi, do you like to read?

Jordi: no

Ms. Gentry: Why don’t you like to read?

Jordi: ‘cause, I don’t know all the words, but I like the pictures.

Ms. Gentry: I know some words can be tuff to figure out. What do you do when you don’t know a word? Do you try to sound it out?

Jordi: No, I just skip it and go to the next one.

Ms. Gentry: Have you ever looked at the first letter of the word and tried to figure it out by what sound it makes?

Jordi: Yeah, but sometimes I know ‘em and sometimes I don’t.

Ms. Gentry: Well Jordi, I am going to start doing some activities with you that will help you work on all of those sounds in the alphabet. We will also help you learn those sounds so you can talk like your friends. Does that sound good?

Jordi: (nods head yes)

Ms. Gentry: Mr. & Mrs. Oliveris, I have reason to believe that working with Jordi through Phonological Awareness activities or helping him identify, use, and manipulate sounds will be a starting point with him. Here is a packet you can take home with you today and it has all of the activities we plan to do in it so you can practice with him at home.

Mrs. Oliveris: Oh, Thank You so much. How can I contact you if I need to?

Ms. Gentry: My contact information is on the front sheet of the packet. If you ever need anything feel free to call or email me. Thanks again.

Mrs. Oliveris: Thank You. Bye.

Ms. Gentry: Bye.

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