Quantitative Summary:
During an initial assessment on September 11, 2013, the assessor administered one full assessment and one partial assessment. The first assessment was stopped after the first 107 out of 209 words due to the student’s frustration level. It was a level 23 in which the reader scored 94% accuracy with this text—a low frustration level. When reading the text there was a total of 13 errors and 6 self-corrections with a self-correction rate of 1:3 and 15.2 WCPM.
The second assessment was at a level 22 text in which the reader scored 88% accuracy— a frustrational level text. With this text there were a total of 25 errors and 4 self-corrections made at a self-correction rate 1:7 and 19.4 WCPM.
The second assessment was at a level 22 text in which the reader scored 88% accuracy— a frustrational level text. With this text there were a total of 25 errors and 4 self-corrections made at a self-correction rate 1:7 and 19.4 WCPM.
QualiTative Summary
As A. read, she made many substitutions. These substitutions did not maintain the meaning of the text but were similar visually to what was on the page. The syntactic structure of the passage was occasionally maintained with the substitutions. During the reading A. read at a slow rate and omitted words and some entire phrases or sentences. When she went several words without an error, her rate increased. Her self-corrections showed some reflection on the meaning of the text. Overall, A. does not demonstrate the ability to read text fluently.
A. was able to retell some of the text. She is able to identify the main points and characters of the passage, but struggles with correct sequencing of information. She often was able to answer higher thinking questions about the main points in the text.
A. was able to retell some of the text. She is able to identify the main points and characters of the passage, but struggles with correct sequencing of information. She often was able to answer higher thinking questions about the main points in the text.
Reader Summary
A. stated, during both sessions, that she did not like to read or write. When asked to read, she was resistant and required instructor prompting to read the texts. However, she enjoys talking both about what she thinks may be in the text and about what she recalls from the text.
When reading A. does not attempt words in the text that she does not automatically recognize. She spends several seconds and in some cases minutes looking at one word that she does not recognize which causes her reading to lack fluency and good rate. Therefore, I noted that her biggest challenge seems to be in decoding skills. However, some difficulties due to background knowledge and vocabulary could also be noted. Her struggles with decoding and background knowledge may be causing her lack of sequencing in detail recall from the story.
When reading A. does not attempt words in the text that she does not automatically recognize. She spends several seconds and in some cases minutes looking at one word that she does not recognize which causes her reading to lack fluency and good rate. Therefore, I noted that her biggest challenge seems to be in decoding skills. However, some difficulties due to background knowledge and vocabulary could also be noted. Her struggles with decoding and background knowledge may be causing her lack of sequencing in detail recall from the story.