General Information o Student: Jaylen Lee o Current Grade Level: Fifth o Chronological Age: 10 years o Current Reading Level: Pre-Primer Data Collected and Clinical Information o Information of Assessments Jaylen did not get very far on the assessments we conducted. He read an average of 29% of the Durr Sight Words from lists 1-5. When reading the Sentences for Initial Passage Selection, he read very few words correctly and only read one full sentence, (i.e., The boy was jumping). We began with the Pre-Primer Narrative Passage, and Jaylen described the pictures with quite simple sentences (i.e., The girl is riding) related to the pictures. With regard to the Primer Level, he used the pictures to read the passages, but his reading was only accurate for the first of the four pictures. With the Phonics Competency Test, Jaylen read 40% of the CVC words in the first paragraph, and only 5% of the Consonant clusters-short vowel words in the second paragraph. When assessing Jaylens knowledge of the basic letter sounds, he was able to respond correctly for each letter. When adding letters to words he knew (i.e., it became kit and fit) Jaylen did not read the words accurately and continued to use substitutions.
Analysis of Data o Description of Assessment Behaviors: The client read words he knew in isolation more accurately than when they were within text. When he came across a word he did not know, he would substitute it for a word he knew that often began with the same letter. The student displays no knowledge of phonics rules and does not attempt to sound out words unless prompted to do so. The words he used to substitute did not make sense in the sentence or paragraph. With regard to comprehension, the student answered very few questions correctly. The questions he could answer accurately related to simple Wh questions, such as, Who was the story about? The attitude/interest survey revealed that the student either does not know he is a poor reader or he does not wish to admit it. It also showed that he does very little reading at home and enjoys spending his time playing sports and watching television. He says his teacher helps him a lot in school with reading and writing. Writing is also a non-preferred activity, and it is easier when the student writes about a subject of interest. Finally, Jaylen mutters his words by not moving his mouth when he speaks, speaking in a low tone, and running his words and sounds together.
By: Ronni Clark
Instructional Plans o Strengths: This student has a great attitude and is willing to work on his reading deficiencies. This student tries quite hard to discern text from looking at a picture. Jaylen has already begun to speak more clearly through the use of a syllabic visual, to which the tutor points as Jaylen speaks. o Weaknesses: This student has very few sight words in his repertoire. The students confidence hinders his ability to ask for help or admit he is unable to do it. Jaylen is not able to expressively comprehend what he has just heard. Instructional Strategies: o Work on sight word drills with the Pre-Primer sight word list, as well as cloze activities with word banks. o Read simple BOB books and kindergarten level books about sports that will not only increase his motivation for reading but will also increase his confidence. o Use cloze exercises that practice using context to fill in sentences with a word bank from which to choose.
By: Michelle Johnson
General Information Three Oaks Elementary o Fourth Grade o Mexican/American ESL o Special Ed. Language Arts and Math Data Collected and Clinical Information Pretest Reading Results of Form A, Flynt & Cooter Administered 3/12/12 o Level % accuracy o Level % accuracy o Level % accuracy o Level % accuracy Phonics Competency Test Administered 3/12/2012 o Part /25 correct o Part /19 correct o Part /23 correct o Part 4 - 1/20 correct Durr Sight Word Test Administered 2/22/ 12 o 95/98 correct Results of Observations and Interviews o Speaking in complete sentences sounded choppy o Comprehension of story not in correct order
Analysis of Data Tests o Flynt & Cooter Reading Level 3 determined appropriate starting point Comprehension order incorrect – work needed to understand read material in correct reading order o Durr Sight Words Excellent score - no work need in this area o Phonics Competency Test Work needed for vowel understanding Observations and Interview s o Oral Language Observation Work needed on speed and fluency Work needed in proper comprehension o Interview Non English speaking parents Highly motivated student Enjoys school and learning Has desire to increase
By: Michelle Johnson
Instructional Plans a) Semester Goals Increase speed and fluency of reading Write with little or no teacher support Understanding proper use of vowels Increase order accuracy in comprehension b) Procedures Repetitive student oral reading at level Phonics and vocabulary worksheets Comprehension worksheets Tip for best comprehension and vowel usage c) Materials Tips sheet for best comprehension Story elements, story map, and word map sheets for comprehension Phoenix awareness worksheets for proper vowel usage Online quiz for fluency speed and comprehension
By: Abigail Kellar
General Information o School: Smyrna Elementary o Grade: 3 rd o Age: 9 o Teacher: Ms. Wright Interests o Laurel loves school o She enjoys spending time with her 2 siblings and 2 foster siblings o She likes to play outdoors and be involved with sports o She likes the Twilight movie series o She loves animals and wants to be a veterinarian someday
Data Collected and Clinical Information a) Pretest Results Student reads well independently b) Phonics Competency Test part % (consonant-vowel-consonant) part % (consonant clusters-short vowels) part % (CVC-silent e) part 4 – 92% (vowel digraphs) part % (vowel + R) part % (other vowel sounds) part 7 – 100% (other long vowel sounds) part % (silent and irregular sounds) part 9 – 97% (two syllable regularities) part 10 – 82% (multi-syllabic nonsense words) c) Durr Sight Word Test Student was able to read list 1-8 with little to no difficulty and struggled slightly with list 9.
By: Abigail Kellar
Instructional Plans a) Semester Goals Master Durr lists Improve reading skills Improve recognition of words as well as comprehension Find means to make reading fun for the student b) Procedures Find games and material to allow student to not feel like reading is a chore Continue working on reading folders Work on all aspects of reading and word comprehension c) Materials Functional reading folders Games Interactive books or magazines Reading activities from Pinterest.com Reading lists Books
By: Misty Roark
General Information o School: Sallie Gillentine Elementary o Grade: 2 nd o Age: 8 o Classroom Teacher: Mrs. Testerman Attitude and Interests o 3 siblings o Lives with both parents o Favorite subject is Recess and Math o Least Favorite is spelling o Loves Reading o Playing the Wii o Cooking with his mom o Reads above grade level o Loves comic books
Data Collected and Clinical Information a) Pretest Results Student reads well independently b) Phonics Competency Test part % (consonant-vowel-consonant) part % (consonant clusters-short vowels) part % (CVC-silent e) part 4 – 90% (vowel digraphs) part % (vowel + R) part % (other vowel sounds) part 7 – 100% (other long vowel sounds) part % (silent and irregular sounds) part 9 – 95% (two syllable regularities) part 10 – 70% (multi-syllabic nonsense words) c) Durr Sight Word Test Student was able to read list 1-7 well and struggled slightly with list 8 and 9
By: Misty Roark
Instructional Plans a) Semester Goals o Improve reading skills o Durr lists 8 and 9 o Find ways to make reading less boring for student b) Procedures o Continue working on word recognition o Continue working on reading folders o Fun games that increase reading capabilities c) Materials o Functional reading folders o Games o Durr and Dolch lists o Reading books o Reading activities from mrsperkins.com
Flynt, E. S., & Cooter, R. B. (2002). Reading inventory for the classroom. [University of Phoenix Custom Edition]. Boston: Pearson Custom Publishing Tompkins, G. E. (2002). Reading and language arts. [University of Phoenix Custom Edition]. Boston: Pearson Custom Publishing