Reading Skills/ Fluency/ Comprehension



Reading Skills/ Fluency/ ComprehensionTest: BRIGANCE Comprehensive Inventory of Basic SkillsExaminer: Date of Information: The BRIGANCE was given to XXXX in a small classroom 1 on 1. Comment on how student approached assessment.WORD RECOGNITION GRADE PLACEMENT (could use this format for Functional Word Recognition)The purpose of the Word Recognition Grade Placement Test is to provide a means of making a quick estimate of a student’s word recognition skills. On the Word Recognition Grade Placement Test, XXXX was able to read the Kindergarten grade level with XX% accuracy. XXXX read a 1st grade word list with XX% accuracy. XXXX read 2nd grade level with XX% accuracy. INTERPRETATION: Strengths: Needs:(SAMPLE) XXXX was able to read the KDG grade level words to 80% accuracy. A score of 80% is desired for mastery. Strengths:Needs:ORAL READINGThe purpose of the Oral Reading section is to determine the highest grade level at which a student reads orally a selection with 97% to 100% accuracy in pronouncing the words.Words ReadGrade Level / LexileErrorsAccuracy %Words Per MinuteINTERPRETATION: (SAMPLE) XX grade material is in XXXX frustration range when he/she does not need to meet time requirement. XXXX is independently reading material in the XXXX range. Students reading accuracy of 95% and above are in the independent reading level. COMPREHENSION PASSAGE The purpose of this assessment is to determine the highest grade level at which a student can read and comprehend vocabulary words and reading selections. A test score of 80% is desired.XXXX read the passage aloud and was asked to answer comprehension questions that related to the story on main idea, details, vocabulary and making inferences. (Comment on reading skills, accuracy, level, struggles)INTERPRETATION:Strengths:Needs:(SAMPLE) XXXX is able/not able to use the reading passage to answer comprehension questions correctly. Again a score of 80% accuracy that is desired, making reading a XXXX grade level passage and answering comprehension questions in XXXX frustration level. Test: Dolch Sight Word List (grade level)?Administered by:?Date:??XXXX?was?able to read (fraction of total) XXXX?Grade Dolch Sight Words correctly?for XX % accuracy?(Describe reading and progress on task)Strengths:Needs:Test: CORE Reading AssessmentExaminer: Date of Information: The CORE Reading Assessment is designed to measure specific skills critical to successful reading. These assessments assist the teacher in targeting student’s areas of strengths and weaknesses. Each assessment measures an important research based reading skill. CORE Phonological Segmentation Test: This test helps to determine whether the student has deficits in phonemic, or sound, awareness that account for the student’s reading or spelling delays. Lack of phonemic awareness is the most powerful determinant of the likelihood of a student’s failure to read. During this assessment, the student is asked to separate sentences into words, words into syllables and words into phonemes. Any incorrect responses are recorded and the test is discontinued after 3 incorrect responses. The maximum score is 23. Scoring is as follows:Ending Grade Level ExpectationsGrade KGrade 1PART ABenchmark 55Strategic4n/aIntensive0-30-4Part BBenchmark7-88Strategic5-67Intensive0-40-6Part CBenchmark5-109-10Strategic3-46-8Intensive0-20-5Date# of QuestionsErrorsGrade LevelAccuracy %%%%Skill breakdown: Sentences into words: Words into Syllables: Words into Phonemes: INTERPRETATION: Strengths:Needs:(SAMPLE) XXXX was not able to separate a two word sentence to show the number of words or separate words into phonemes. XXX was able to separate the words cowboy and rabbit into 2 syllables. XXXX scored in the Intensive level and would benefit from targeted intensive instruction in phonemic and phonological awareness concepts. Strengths:Needs:CORE Phoneme Segmentation Test: This measure assesses a student’s ability to break a word into its component phonemes, or sounds. The test helps to determine whether deficits in sound awareness may account for serious delays in reading or spelling in older students. Mark student responses as correct or incorrect and discontinue test if student misses five items in a row. There are a total of 15 items.Scoring is as follows:Ending Grade Level Expectation LevelsGrade 2 Correct ResponsesGrade 3 and up Correct ResponsesBenchmark12-1514-15Strategic9-1111-13Intensive0-80-10DateNumber Correct ResponsesLevelINTERPRETATION:Strengths:Needs:CORE Graded High-Frequency Word Survey: This assessment consists of 5 word lists that assess student recognition of words that occur frequently in text grades K-4. High frequency words are phonetically regular and irregular words that appear often in printed text and therefore are crucial to comprehension and reading fluency. Maximum score on this assessment is a score of 24. Performance LevelList K (10 item)List I-IV (24 Item)Benchmark9+21+Strategic6-818-20Intensive0-50-172nd High Frequency Words(Insert Score)INTERPRETATION: (Describe what performance level student is at and what that means)(SAMPLE) XXXX score in the benchmark level. CORE Phonics Survey - Reading and Decoding: A student’s ability to use knowledge of sound/letter correspondence (phonics) to decode words determines their ability to read individual words. The maximum score is 129. This test is a mastery test and it is expected that students will ultimately get all responses correct. Scoring is as follows:Performance LevelLetter Names/Sounds15 Item24 ItemBenchmark83 (all)14+21+Strategic65-8210-1315-20Intensive0-640-90-14Date# of QuestionsErrorsGrade LevelAccuracy %%%%Skill breakdown:Short vowels in consonant-vowel-consonant words: Consonant blends with short vowels: Short vowels, digraphs, and –tch trigraph:R-controlled vowels: Long-vowel spellings: Variant vowels:Low frequency vowel and consonant spellings:Multi-syllabic words:INTERPRETATION: Strengths:Needs:(SAMPLE) XXXX was able to identify short vowels in CVC words, consonant blends with short vowels, r-controlled words, and long vowel spellings. XXXX struggled with the reading and decoding skills: short vowels, diagraphs and –tch trigraph, variant vowels, low frequency vowels and consonant spellings, multisyllabic words. XXXX score is in the intensive level and may benefit from targeted and intensive practice in phonics concepts. Repeated opportunities to develop automaticity through practice would be beneficial.Strengths:Needs:San Diego Quick Assessment of Reading Ability: This test measures the recognition of words out of context. Generally, proficient readers read as accurately both in and out of context. The test consists of 13 graded words lists from pre-primer to eleventh grade. This test is stopped after 3 incorrect answers at a grade level. Scoring is as follows:Errors/ListReading Level1 ErrorIndependent Level2 ErrorsInstructional Level3 ErrorsFrustrational LevelWORD LISTACCURACY (%)INTERPRETATION: Strengths:Needs: (SAMPLE)WORD LISTACCURACY (%)Primer1001st Grade1002nd Grade100INTERPRETATION: 2nd grade level word lists are at XXXX instructional level.Strengths:Needs: CORE Phoneme Deletion Test: This test helps to determine whether the student has deficits in phonemic, or sound, awareness that account for the student’s reading or spelling delays. Lack of phonemic awareness is the most powerful determinant of the likelihood of a student’s failure to read. This assessment includes four phoneme deletion tasks, arranged in the order of difficulty. Always start with Part A. This is an auditory test and the correct response column shows how the answer should sound.Scoring is as follows:Ending Grade Level ExpectationsGrade KGrade 1Grade 2Grade 3+PART ABenchmark 5555Strategic44n/an/aIntensive0-30-30-40-4Part BBenchmark5555Strategic44n/an/aIntensive0-30-30-40-4Part CBenchmarkn/a555Strategicn/a44n/aIntensiven/a0-30-30-4Part DBenchmarkn/a3-54-55Strategicn/a234Intensiven/a0-10-20-3DatePart APart BPart CPart D# CorrectLevel# CorrectLevel# CorrectLevel# CorrectLevelINTERPRETATION:Strengths:Needs:MASI-R Oral Reading Fluency Measures: The link between reading fluency and reading comprehension is both casual and reciprocal. When students read passages accurately and fluently, it can be assumed that they have mastered the lower-level skills and processes that are required. Trial 1Trial 2Percentile & Performance LevelGrade LevelCWPM% AccuracyCWPM% AccuracyINTERPRETATION:Strengths:Needs:(SAMPLE)Trial 1Trial 2Percentile & Performance LevelGrade LevelCWPM% AccuracyCWPM% AccuracyFirst87969694Spring 90th percentile of first gradeSecond65976297< 50th percentile of winter second gradeINTERPRETATION: Scores show that 2nd grade reading material is in XXXX independent reading level. XXXX tried hard to complete the reading assessment. XXXX did not correct her mistakes and was not reading for meaning during this assessment. XXXX is below the 50th%tile in reading fluency when compared to XXX peers. CORE Vocabulary Screening: Measures how well students know the meaning of grade-level words they read silently. The task involves reading a word in a box and choosing which of three answer choices means about the same as the word in the box. The assessment is scored into one of three levels as follows:Performance LevelProportion CorrectWords CorrectDescriptionBenchmark75% or more23-30Student has adequate vocabulary for typical readingStrategic50-74%15-22Student may struggle understanding grade level material due to insufficient vocabularyIntensive49% or less0-14Student has significant difficulty understanding grade-level material due to insufficient vocabularyDate# of QuestionsErrorsGrade LevelAccuracy %%%%INTERPRETATION: Strengths:Needs:CORE Reading Maze Comprehension Test: The maze reading assessment is a task to measure how well a student understand the text they read. After the 1st sentence, every seventh word in the passage is replaced with the correct word and 2 distracters. Students choose the word from among the three choices that best fits with the rest of the passage. PASSAGECORRECT RESPONSESERRORSGRADE LEVELACCURACY %INTERPRETATION:Strengths: Needs:(SAMPLE)PASSAGECORRECT RESPONSESFirst6Second8INTERPRETATION: XXXX competed the entire passage during the 3 minute timed test. XXXX scores for the MAZE Comprehension are in the strategic level. Test: GORT - 5Administered by: Date: GORT – 5 Performance Summary Raw TotalAge EquivalentGrade Equivalent%ile RankScaled ScoreDescriptive TermRateAccuracyFluencyComprehension Sum of Scaled Scores Sum of Scaled ScoresOral Reading %ile RankOral Reading Index (ORI)Descriptive Term INTREPRETATION: (SAMPLE 1) Strengths:Volume (how loudly/softly a student reads a passage)- consistent volume, no major fluctuations Phrasing (reader’s ability to chunk words into meaningful units)- appropriate syntax Smoothness (degree with which a student reads aloud in a controlled manner)- reads in an even manner, quick self-correctionNeeds: Expression (intonation, pitch, stress, enthusiasm)- stressing emotion, intonation Pacing (conversational pace, convey emotion, not too fast/not too slow)- reading speed(SAMPLE 2)XXXX Oral Reading?Index?(ORI) is?68?which places his reading fluency/comprehension at the?XXXX?percentile compared to his/her peers of the same age.??ORI?Interpretation:? In order to come up with an ORI, the student is asked to read a short passage orally.? During this short passage, we are focused on the time it takes to read the story.? Deviations from print, sometimes called miscues are words that are pronounced incorrectly.? We also included in his/her score, the comprehension along with his reading fluency.? At the end of each story, there are 5 comprehension questions asked.? We then convert time and deviations from print to rate and accuracy to come up with the ORI.? The ORI?(another type of standard score) is an accurate measure of a student’s overall reading ability.? This score has a mean of 100 and a standard deviation of 15.? A score of?XXXX?places?XXXX?in the XXXX range.? His/Her reading was somewhat (give observations/Description of student’s reading)Test: WIST (Word Identification and Spelling Test) Date: Completed By: The WIST is used to identify the areas in which students are having difficulty with reading and/or spelling and to develop appropriate instructional interventions. The ability to identify words (i.e. recognize words instantaneously and automatically) and the ability to spell (i.e. to arrange letters into words properly) are critical skills for students to master. These skills are essential for school and life success. The WIST specifically targets those aspects of reading that are most important for the identification and treatment of poor and disabled readers. The WIST has three subtests. The Norm-Referenced assessment has two "core" subtests (Word Identification and Spelling) and one "supplemental" subtest (Sound-Symbol Knowledge) and a composite score (called the Fundamental Literacy Index). The three subtests of the WIST are: Word Identification measures the ability to read words aloud.Spelling: measures the ability to spell words accurately from dictationSound-Symbol Knowledge measures the ability to produce the appropriate sounds associated with specific letters and to blend sounds to make words. Standard ScorePercentileAge EquivalentGrade EquivalentWord IdentificationSpellingFundamental Literacy Ability IndexSound-Symbol KnowledgeSound Symbol Analysis:Closed: Vowel-Consonant-e: Open: r-Controlled: Vowel-Team: Final Stable: INTERPRETATION: SAMPLEINTERPRETATION: XXXX came into the testing session and worked hard. XXXX had a good attitude and was not upset about completing the assessment in a 1 on 1 work setting. XXXX received a Fundamental Literacy Ability Index standard score of 74, which places him/her in the poor range for his/her age/grade level. The Fundamental Literacy Score is used to measure basic literacy. Since the score combines basic reading and spelling, it is used to describe reading and writing ability. Reading final stable syllables, r-Controlled and closed syllables are XXXX strengths. Reading Vowel-Consonant-e, Open syllables, and Vowel Teams are XXXX weakness. Test: Reading PlusAdministered by:Date:Reading Plus simultaneously develops all three domains of reading–physical, cognitive, and emotional–by integrating them in one personalized online reading program. Rooted in eight decades of research, Reading Plus is proven to increase achievement in students from elementary grades through college.Basic Reading: Placement at Reading Level: (list level and describe) ReadAround WordsMastered Words: (Number words)Words in Progress: (Number words) Reading Skill Performance: (percent)Current Level Lexile Range to determine text complexity: (Lexile Range) Reading Skill Performance < 85% - (Number lessons)Strengths:Needs:Reading Fluency:Use all above and the following:Reading Fluency: (WPM) Strengths:Needs:Reading Comprehension:Placement at Reading Level: (list level and describe) Lessons Completed with 80%+ comprehension: (number of lessons completed with this score)SeeReader Stats-Average Comprehension: (list percent) Reading Skill Performance: (percent)*Main Idea/Themes - (percent)*Interaction of Ideas - (percent)*Use of Language - (percent)*Structure - (percent)*Point of View - (percent)*Imaging Scaffolds [concreate to abstract concepts] - (percent)*Reasoning/Rhetoric - (percent)*Comparative Reading - (percent) Lessons Completed with <80% comprehension: (Number of Lessons)Current Level Lexile Range to determine text complexity: (Lexile Range) Reading Skill Performance < 85% - (Number lessons)Strengths:Needs:Test: Reading ProsodyAdministered By:Date: Expression and Volume: Level X (describe)Phrasing: Level X (describe)Smoothness: Level X (describe)Pace: Level X (describe)NAEP’s Integrated Reading Performance Record Oral Reading Fluency ScaleLevel # (Describe)Strengths: Needs:(SAMPLE)Expression and Volume: Reads as if just trying to “get words out.” Little sense of trying to make test sound like natural language. Reads in a loud voice. Phrasing: Reads in a monotone voice with little sense of phrase boundaries; frequently reads word-by-word. Smoothness: Makes frequent extended pauses, hesitates, false starts, sounds-out, repetition, and/or multiple attempts. Pace: Reads slowly and laboriously. NAEP’s Integrated Reading Performance Record Oral Reading Fluency ScaleLevel 1: Reads primarily word-by-word. Occasional two-or-three word phrases may occur, but these are infrequent and/or do not preserve meaningful syntax. Test: Informal Reading Inventory-Oral and Silent Reading (Fluency/Comprehension) Administered by:Date:The Informal Reading Inventory (IRI) is an individually administered diagnostic tool that assesses a student’s reading comprehension and reading accuracy. The IRI measures three reading levels: independent, instructional and frustrational. Students read leveled word lists and a passage orally, followed by a silently read passage and comprehension questions.To be independent, the student should accurately decode at least 95% of the words and comprehend 90% of the material. The instructional reading level is reached when a student accurately decodes at least 90% of the words and comprehends at least 60% of the material. Below that, a text would be considered to be at a frustrational level: the student decodes 89% or less of the words and can comprehend only 50% of the material.Scoring Table for Silent ReadingTotal Points EarnedReading Level7-10 Points?Independent4-6 Points?Instructional0-3 Points?FrustrationalScoring Table for Oral ReadingTotal Points Earned# of Word Recognition ErrorsReading Level0-45-78+7-10*-?Independent4-6**-?Instructional0-3---?FrustrationalIndependent; * = Instructional; - = FrustrationalThe following summarizes the student’s performance:DateGrade LevelCWPM# of ErrorsAccuracyComprehension Points EarnedReading LevelINTERPRETATION:Strengths:Needs:Test: Oral Reading Fluency-CBM MeasuresAdministered by:Date:Possible sources: Easy CBM Lite (free version): link between reading fluency and reading comprehension is both casual and reciprocal. When students read passages accurately and fluently, it can be assumed that they have mastered the lower-level skills and processes that are required. Trial 1Trial 2Percentile & Performance LevelGrade LevelCWPM% AccuracyCWPM% AccuracyINTERPRETATION:Strengths:Needs:(SAMPLE)Trial 1Trial 2Percentile & Performance LevelGrade LevelCWPM% AccuracyCWPM% AccuracyFirst87969694Spring 90th percentile of first gradeSecond65976297< 50th percentile of winter second gradeINTERPRETATION: Scores show that 2nd grade reading material is in XXXX independent reading level. XXXX tried hard to complete the reading assessment. XXXX did not correct her mistakes and was not reading for meaning during this assessment. XXXX is below the 50th%tile in reading fluency when compared to XXX peers. Strengths: Needs:Test: AIMSWeb Curriculum-Based MeasuresAdministered by:Date:Curriculum based measures are obtained in reading, written language and mathematics to assess development of fluency and automaticity (how fast a student can perform) in these basic skill areas. The speed with which one can perform basic skills (read, write, and calculate math problems) increases gradually as skill proficiency develops. The goal in basic skills is to attain automaticity, which is the ability to perform the basic skill quickly without errors and in the presence of distracters (without concentrating) or while doing these tasks. Automaticity comes after accuracy and after becoming fluent, and only with considerable practice. Oral Reading FluencyReading fluency/automaticity was assessed using a one-minute unrehearsed oral reading passages. Unrehearsed one-minute timed readings results are as follows: DATEPASSAGE LEVELWORDS READERRORSACCURACY %INTERPRETATION:(SAMPLE)DATEPASSAGE LEVELWORDS READERRORSACCURACY %7th Grade1303987th Grade12701007th Grade1430100INTERPRETATION: XXXX is reading a median of 133 words per minute with 99% accuracy which places him above the 50th percentile for 7th grade in the winter of the school year. Aggregate norm shows XXXX in the ‘low average’ range with peers at the 7th grade level. Reading Comprehension (MAZE) Reading comprehension was assessed using a three-minute unrehearsed reading passage. Unrehearsed three-minute timed readings MAZE results are as follows:DATEPASSAGE LEVELCORRECT RESPONSESERRORSACCURACY %INTERPRETATION: Strengths:Needs:(SAMPLE)DATEPASSAGE LEVELCORRECT RESPONSESERRORSACCURACY %7th Grade272937th Grade346857th Grade34294INTERPRETATION: XXXX mean in the MAZE probes was 32 correct responses at 91% accuracy which places him at the 75th percentile for 7th grade in the winter of the school year. Aggregate norms show XXXX in the ‘average’ range.Test: IXL LearningCompiled by:Date:IXL is an online curriculum which provides more than 7,000 skills across math and English language arts for students in grades preK-12. Skills and practice questions are aligned with Common Core and state standards, tracking classroom-wide as well as individual student performance.XXXX has completed these lessons at <80% accuracy:LANGUAGE ARTS:(Insert sub-content areas and lesson names)Strengths:Needs:(SAMPLE)LANGUAGE ARTS: Sentences, fragments, and run-ons Y.1 Is the sentence declarative, interrogative, imperative, or exclamatory? Y.2 Identify the complete subject or complete predicate of a sentence Y.3 Identify the simple subject or simple predicate of a sentence Y.4 Identify the compound subject or compound predicate of a sentence Y.5 Is it a complete sentence or a fragment? Y.6 Is it a complete sentence or a run-on? Y.7 Is it a complete sentence, a fragment, or a run-on? Verb tense GG.8 Identify infinitives and infinitive phrases ................
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