Client: Dalton



Client: Student A Tests Administered:

DOB: 8-27-93 Woods and Moe Informal Reading Inventory

Grade: 6 Schlagal Qualitative Spelling Inventory

School: Oxford Elementary

Test Date: 3-11-98

Student A was tested in the Media Center at Bunker Hill High School on March 11, 2005 to evaluate his reading, spelling, and writing abilities. At that time he was an 11-year, 7-month-old sixth grader attending Oxford Elementary in Claremont, North Carolina. Student A’s favorite leisure time activity is riding motorcycles; his favorite subject in school is math.

Reading Evaluation

Student A was administered the Woods and Moe Informal Reading Inventory, which is designed to assess word recognition skills, oral reading accuracy, reading rates and oral and silent comprehension. He also completed the Schlagal Qualitative Spelling Inventory to determine his understanding of spelling principles. Finally, he provided a writing sample for evaluation.

Informal Reading Inventory

To assess Student A’s sight word vocabulary (or those words he recognizes quickly and automatically) he was asked to read a series of words arranged by grade level for increasing difficulty. The words are presented in a flashed condition, and then any words that are not immediately recognized are uncovered to allow Student A the opportunity to think about the word using attack strategies to read it. Student A’s bank of automatic sight words is strong through the fifth and into the sixth grade level. When he had time to think about the words in an untimed situation, he had little trouble with any of the words presented through the sixth grade level.

Student A read accurately and fluently in passages up to the sixth grade level. He read orally and silently at a rate that would be expected for a sixth grade student. Student A’s reading comprehension was strong through the fifth grade, though he began to struggle with the meaning at the sixth grade level as evidenced by his answers to comprehension questions.

Spelling

Student A correctly spelled lists of words that a student would be expected to know on the fifth grade level. He has a strong understanding of vowel patterns within words. He had trouble spelling some words on the sixth and seventh grade levels. His difficulty seemed to be with spelling words that had suffixes added to them (loneliest, sensibility) and assimilated prefixes (irrelevant), as well as vowel and consonant alterations (composition, expansion).

Writing

Student A wrote a paragraph about an area of high interest for him-motocross racing. His ideas were logical and flowed smoothly. His command of spelling conventions and sentence structure was strong. Most punctuation was used correctly; however, no commas were used anywhere in the passage. The content was engaging and contained specific examples and details making him a strong writer who is on-target for his grade level.

Summary

Student A is sixth grader who is on grade level in the area of recognizing words. He reads fluently through the sixth grade level. His main areas for improvement are comprehension and spelling. His writing is clear and easy to understand with the exception of the comma issue. He can read independently in fifth grade materials, and his level for instructional reading material is sixth grade.

Recommendations

Since Student A reads at a normal rate and does not have problems recognizing words, fluency is not a problem for him. He can maintain this fluency by continuing to read independently on the fifth grade level-especially books of high interest to him involving males as the main character and/or some of the outdoor activities he enjoys so much. Reading daily would be a good idea for Student A.

Student A should see improvements in his comprehension skills if he is given an opportunity to activate prior knowledge before reading, use a graphic organizer to take notes during reading and discuss with a peer or adult after reading. Longer passages should be broken down into smaller sections to check for comprehension more often. Study guides should be provided when reading textbooks in content areas.

Spelling is difficult for Student A above the fifth grade level. As he reads more, his spelling should automatically improve somewhat. Some more proactive strategies to limit these spelling errors include keeping his own personal dictionary of his misspelled words. He would also benefit from studying groups of words that have similar patterns where the syllables join or which have similar affixes.

Student A is a good writer who knows how to organize his ideas clearly. He may enjoy keeping a journal of his motorcycle activities. However, he could improve his writing by studying comma rules and having opportunities to edit his own work (from his motorcycle journal as well as school assignments) and the writing of his peers for comma usage. Individualized instruction to explain and practice comma rules would be the best way to help Student A use commas correctly in his own writing.

Report prepared by Kae Treadway

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